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.
Author(s): Simon Pilling
Edition: 1
Year: 2000
Language: English
Pages: 320
Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Figures......Page 9
Tables......Page 10
Contributors......Page 11
Preface......Page 15
Foreword......Page 17
1 Architectural Education and the Profession: Preparing for the Future......Page 21
2 The Changing Context of Professional Practice......Page 42
Section 1 Communication: Developing Sensitivity to the Needs of Users and Clients......Page 54
3 Architectural Assumptions and Environmental Discrimination: The Case for More Inclusive Design in Schools of Architecture......Page 56
4 Seeing the World Through Another Person's Eyes......Page 62
5 Social Practice: Design Education and Everyday Life......Page 69
6 The Degree Laboratory: The Work of Unit Six at the Bartlett School, University College London......Page 80
7 Introducing Clients and Users to the Studio Project: A Case Study of a 'live' project......Page 85
8 The Development of Group-Working Skills and Role Play in the First-Year Architecture Course......Page 92
9 The 'Real' Client and the 'Unreal' Project: A Diploma Case Study\......Page 99
10 Reviewing the Review: An Account of a Research Investigation of the 'crit'......Page 105
11 Introducing Alternative Formats for the Design Project Review: A Case Study......Page 111
Section 2 Collaboration: Developing Teamworking Skills for Professional Pracitce......Page 119
12 Habits and Habitats: Interdisciplinary Collaboration in a Community Architecture Studio......Page 121
13 Is Working Together Working?......Page 128
14 Developing Skills with People......Page 136
15 Achieving Richness and Diversity: Combining Architecture and Planning at UWE, Bristol......Page 143
16 Integrated Architectural Design: Issues and Models......Page 152
17 Interdisciplinary Working in Built Environment Education......Page 162
Section 3 Lifelong Learning: Developing Independence in Learning......Page 172
18 Learning in Practice: A retreat, an opportunity or an imperative?......Page 173
19 The Role of Personal Development Plans and Learning Contracts in Self-Directed Student Learning......Page 183
20 Establishing and Managing a Student Learning Contract: A Diploma in Architecture Case Study......Page 191
21 The Student-led 'crit' as a Learning Device......Page 200
Section 4 A New Professionalism: Embedding Change in Schools of Architecture......Page 210
22 Delight in Transgression: Shifting Boundaries in Architectural Education......Page 212
23 Schools and Practice in the United States......Page 220
24 The Design Studio as a Vehicle for Change......Page 228
25 Embedding Change: A Case study of the CUDE Experience......Page 237
26 The ‘crit’ asa ritualised legitimation procedure in architectural education......Page 243
27 Preparation and support of part-time teachers: Designing a Tutor Training Programme Fit for Architects......Page 248
28 Evaluation and Feedback in Architectural Education......Page 256
Appendix Workshop Plans: Teanwork......Page 265
