Board 2: WIP: Mind-mapping to Improve Architecture Students’ Skills in Navigating Hands-on and Lecture-based Pedagogies

Abstract

Worldwide architecture students learn under two main pedagogies such as studio hands-on practice and traditional lecture classes. Navigating under two unsynced pedagogies is difficult and can create disconnection between subjects under different pedagogies. To address this issue, educators are trying different approaches to bridge the skills required for both. This article explores the role of using Mind Mapping in lecture-based courses to connect with the knowledge of hands-on courses. During Fall 22, researchers used mind mapping in 4 courses of construction III (62 junior students) and 1 course of Constructions I (18 sophomore students). This study analyses the outcome of students' performance in terms of the knowledge highlighted in their mind maps and the application in their exams. Finally, instructors conducted a survey to inquire students about their perception about the role mind mapping plays in their learning and course performance. The authors reflect on the design of the intervention and explore the avenues academia could take to form new pedagogical approaches to connect skills from both pedagogies in architecture education. Implications for research and practice are provided.