Changing Architectural Education

Towards a New Professionalism

David Nicol, Simon Pilling

• Publisher: Taylor & Francis
• Year: 2005
• ISBN:
  9781135801724
• Edition: 1
• Topic: Architecture
• Subtopic: Architecture General

Architectural education is under pressure to meet the demands of an evolving construction industry and to cater to the increasingly varied career destinations of graduates. How should architectural education respond to these professional challenges? How can students be better prepared for professional practice? These questions are the focus of this book, which brings together contributions from a wide range of authors, from both the UK and the USA, working in the fields of architectural education, architectural practice and educational research.

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Figures
• Tables
• Contributors
• Preface
• Foreword
• 1 Architectural education and the profession Preparing for the future
• 2 The changing context of professional practice
• Section 1 Communication Developing sensitivity to the needs of users and clients
• 3 Architectural assumptions and environmental discrimination The case for more inclusive design in schools of architecture
• 4 Seeing the world through another person’s eyes
• 5 Social practice Design education and everyday life
• 6 The degree laboratory The work of Unit Six at the Bartlett School, University College London
• 7 Introducing clients and users to the studio project A case study of a ‘live’ project
• 8 The development of group-working skills and role play in the first-year architecture course
• 9 The ‘real’ client and the ‘unreal’ project A diploma case study
• 10 Reviewing the review An account of a research investigation of the ‘crit’
• 11 Introducing alternative formats for the design project review A case study
• Section 2 Collaboration Developing teamworking skills for professional practice
• 12 Habits and habitats nterdisciplinary collaboration in a community architecture studio
• 13 Is working together working?
• 14 Developing skills with people A vital part of architectural education
• 15 Achieving richness and diversity Combining architecture and planning at UWE, Bristol
• 16 Integrated architectural design Issues and models
• 17 Interdisciplinary working in built environment education
• Section 3 Lifelong learning Developing independence in learning
• 18 Learning in practice A retreat, an opportunity or an imperative?
• 19 The role of personal development plans and learning contracts in self-directed student learning
• 20 Establishing and managing a student learning contract A diploma in architecture case study
• 21 The student-led ‘ crit’ as a learning device
• Section 4 A new professionalism Embedding change in schools of architecture
• 22 Delight in transgression Shifting boundaries in architectural education
• 23 Schools and practice in the United States
• 24 The design studio as a vehicle for change The ‘Portsmouth Model’
• 25 Embedding change A case study of the CUDE experience
• 26 The ‘crit’asa ritualised legitimation procedure in architectural education1
• 27 Preparation and support of part-time teachers Designing a tutor training programme fit for architects
• 28 Evaluation and feedback in architectural education
• Appendix Workshop plans Teamwork