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This thesis is a qualitative study of current teaching practices in landscape architecture centering around instructors' understanding and use of studio teaching methods. Selected faculty, considered by their peers to be expert studio instructors, participated in one hour, open-ended interviews sing their instructional experiences and examining the teaching methods they espouse. The resulting transcripts provided a base for qualitative analyses for a small sample of current teaching practices. By documenting selected design studio instruction methods, new faculty may draw upon a pool of education possibilities ranging far beyond their experience as students. Similarly, examination of the theoretical foundations, expected outcomes, and teaching methods of professors may provide new faculty with a more holistic benchmark for gauging their professional growth. / Master of Landscape Architecture

A tese investiga a aprendizagem tecnológica do arquiteto, considerando que este seja um tema relevante frente ao quadro de desprestígio vivenciado pela profissão, contemporaneamente, e dada a perspectiva de uma solicitação candente pela contribuição técnica da categoria, em função das críticas demandas por ambientes construídos e modificados, na atualidade e para o futuro. Realizam-se análises históricas que demonstram a existência de relações intrínsecas entre o ideário sobre a profissão e o padrão de formação, as quais definiram, e ainda mantêm, uma desvalorização da formação tecnológica frente à formação teórica e projetual. São desenvolvidas considerações sobre as formulações tradicionais do currículo tecnológico em Arquitetura e Urbanismo e, a partir, principalmente, de experiências didáticas realizadas e da exploração de referências da prática profissional exemplar, são propostos conceitos norteadores para práticas didáticas voltadas à inovação curricular na formação tecnológica do arquiteto. RESUMO / The thesis explores the technological learning in architecture considering this is a relevant subject to be discussed face to the lack of prestige of this profession suffers presently, and also aiming to deal with the perspective of effective demands for architecture contribution, now and in the future, due to the critical needs of built and open environments for human life. Historical analysis are developed demonstrating the existence of deep relations between the idealization of the profession and the education standards in architecture, which have defined and kept alive a lack of value of the technological education compared to the theoretical and design education. Some comments about the traditional improvement of the technological curriculum in architecture are explored, and mainly based on practical educational experiences and also on references of best professional practices; some concepts and practices related to curriculum innovation on the technological education of the architect are proposed.

This dissertation uses qualitative research methodology (individual interviews with alumni of three separate graduating classes) as a means of evaluating the effectiveness of an architecture program at a private engineering college located just outside the city limits of Kathmandu, Nepal. Cross-cultural issues were an important aspect of the research as the researcher (a former teacher at the college) is an American while all the students were from Nepal. All interviews were transcribed and the data collected was analyzed primarily using the Constant Comparison/Grounded Theory approach. Triangulation of data from different individuals helped to verify observations and solidify conclusions. The presentation of the research retains individual anonymity of the subjects within the framework that they were all students of architecture in the Department of Architecture at Nepal Engineering College in Bhaktapur, Nepal. Effort was made to explain the epistemological position of the author and comments are included describing possible bias in various stages of the research and analysis process. The findings indicate a high level of success by the graduates of the program, especially in the early years of its existence. Graduates from more recent years describe less satisfaction with their architecture training. The findings from the research lead to specific suggestions for changes/improvements in the architecture program at Nepal Engineering College. / Department of Educational Studies

Thesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016. / This research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects.

A tese investiga a aprendizagem tecnológica do arquiteto, considerando que este seja um tema relevante frente ao quadro de desprestígio vivenciado pela profissão, contemporaneamente, e dada a perspectiva de uma solicitação candente pela contribuição técnica da categoria, em função das críticas demandas por ambientes construídos e modificados, na atualidade e para o futuro. Realizam-se análises históricas que demonstram a existência de relações intrínsecas entre o ideário sobre a profissão e o padrão de formação, as quais definiram, e ainda mantêm, uma desvalorização da formação tecnológica frente à formação teórica e projetual. São desenvolvidas considerações sobre as formulações tradicionais do currículo tecnológico em Arquitetura e Urbanismo e, a partir, principalmente, de experiências didáticas realizadas e da exploração de referências da prática profissional exemplar, são propostos conceitos norteadores para práticas didáticas voltadas à inovação curricular na formação tecnológica do arquiteto. RESUMO / The thesis explores the technological learning in architecture considering this is a relevant subject to be discussed face to the lack of prestige of this profession suffers presently, and also aiming to deal with the perspective of effective demands for architecture contribution, now and in the future, due to the critical needs of built and open environments for human life. Historical analysis are developed demonstrating the existence of deep relations between the idealization of the profession and the education standards in architecture, which have defined and kept alive a lack of value of the technological education compared to the theoretical and design education. Some comments about the traditional improvement of the technological curriculum in architecture are explored, and mainly based on practical educational experiences and also on references of best professional practices; some concepts and practices related to curriculum innovation on the technological education of the architect are proposed.

Orientador: Ana Maria Reis de Goes Monteiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-25T11:42:37Z (GMT). No. of bitstreams: 1 Vidotto_TaianaCar_M.pdf: 6983025 bytes, checksum: 31c4f1f35f493987cae1b2c1c11154a4 (MD5) Previous issue date: 2014 / Resumo: No início da década de 1960, a Faculdade de Arquitetura e Urbanismo da Universidade de São Paulo - FAUUSP - foi pioneira ao introduzir mudanças no ensino de arquitetura que, posteriormente, influenciaram grande parte dos cursos de arquitetura em todo o Brasil. Na década anterior, houve uma franca aproximação entre os docentes da FAUUSP e o Instituto de Arquitetos do Brasil, seção São Paulo - IAB/SP. Nesse contexto, formulou-se a hipótese que a aproximação daquelas duas instituições teve como propósito não só a consolidação da profissão, como também a conformação de uma nova escola de arquitetura baseada nos cânones da arquitetura moderna. Assim, o objetivo deste trabalho é analisar as circunstâncias, os agentes envolvidos e o papel do IAB/SP nas discussões que culminaram no que se conhece como a Reforma de 62 da FAUUSP, buscando averiguar as mudanças ocorridas na profissão, no ensino e a sua adequação às necessidades da sociedade do período. A pesquisa, de caráter documental, considerou os debates presentes nos boletins e atas das assembleias do IAB/SP e os documentos existentes nos arquivos da FAUUSP e da Escola Politécnica da USP, no período compreendido entre a fundação da FAUUSP (1948) e a Reforma de 1962. O alinhamento manifesto nos discursos e documentos analisados evidenciam a sintonia entre aqueles agentes na busca pela formação de um arquiteto capacitado a exercer sua profissão em conformidade com os preceitos da arquitetura moderna / Abstract: In the early 1960¿s, the Faculty of Architecture and Urbanism from the University of São Paulo ¿ FAUUSP ¿ was one of the first schools to introduce changes in architectural education, which later influenced many architecture schools in Brazil. In the previous decade there was an approach among FAUUSP and the main professional organization at that time, the Institute of Architects of Brazil, São Paulo section ¿ IAB/SP. In accordance with that, a hypothesis was formulated, that the approach of those two institutions aimed to consolidate not only the architecture professional but also in the constitution of a new architecture school, based on the canons of modern architecture. In order that, the objective was to describe the circumstances, the agents involved and the role of the IAB/SP in the discussions that resulted on what is known as The FAUUSP Reform of 1962. To this end, this research, based on documents, considered the debates in the bulletins and minutes of the IAB/SP board meetings. In addition, were consulted the existing documents in the archives of FAUUSP and the Polytechnic School of USP in the period between the foundation of FAUUSP (1948) and The Reform of 1962, in which some principles of architecture and urbanism education that persists to the present day were defined. The agreement showed in the documents testifies the intense relationship between those agents in the search for changes in architectural education. The main objective was to qualify architects to professional practice in accordance with the precepts of modern architecture / Mestrado / Arquitetura, Tecnologia e Cidade / Mestra em Arquitetura, Tecnologia e Cidade

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PART I I believe we are products of the age in which we live. Contemporary thinking shapes our historical present and reinterprets our historical past. This world is shaped by many keyhole views. The cornerstones of knowledge are built on a foundation of theory and objective reality. However, the fundamental underpinning of knowledge and theory lies in our perception of reality itself. The old cliche, “you don’t know what you have until you lose it,” is a perspective from which we can evaluate that which preceded as well as the threshold of new thought. A construction of reality is fundamental, yet particular to the temporal context. I propose to explore these issues and their relationship to judgement and decision making processes in design. The approach will be essentially pluralistic. PART II The uncertainty of the historical present is coupled with a hope for the future. For many architects the future holds their vision and inspiration. The future is, after all, the horizon we travel toward. Man is now expanding this horizon to space and other planets with alternative environments. Part II will explore architecture as atmosphere, landscape and dwellings through a collection of paintings free of the constraints of existing technology and theory. Architecture must first exist in the mind and heart before it can come into being. / Master of Architecture

The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and reported a positive experience during the course of learning. Participants worked cohesively to achieve common goals and problem solve during the course of project completion. Participants freely participated in discourse that was on the topic of the lesson, as well as, offered suggestions for improvement and solicited ideas from other participants. Pre and posttest results yielded an improvement in knowledge acquisition regarding general knowledge of architecture types. Many students frequently used the word “Fun” to describe their learning experience as cited in their daily blog entries. The research strived to show that using Minecraft as a teaching tool can create an environment in which students are highly engaged and are afforded an opportunity to learn material in a way that students can see as an applicable reason for learning. Results of this research evidence Minecraft as a tool in learning yields an atmosphere in which students take ownership of their learning and work in concert with other members of the classroom to yield positive learning outcomes.