Curriculum development in health and the built environment: creating a multidisciplinary platform to enhance knowledge and engagement

Gharipour, Mohammad; Trout, Amber

doi:10.1108/arch-09-2019-0212

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…Ad minima, this core curriculum could contain a historical perspective, the current inactivity epidemic and its health consequences, the relationship between PA and NCDs, the influence of the BE on PA, BE design principles promoting PA and showcases of examples of active design. Based on a model curriculum developed by Botchwey et al [34] and other studies [35], we herein propose minimal content for seven themes with possible session topics of such a core curriculum (see Table 1).…”

Section: Discussionmentioning

confidence: 99%

Lack of Pregraduate Teaching on the Associations between the Built Environment, Physical Activity and Health in Swiss Architecture and Urban Design Degree Programs

Zedi

Kayser

2020

IJERPH

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Background: Lack of physical activity (PA) is the fourth risk factor for all-cause mortality. Regular PA reduces noncommunicable disease (NCD) and mortality risk. The built environment (BE) is a determinant of spontaneous daily PA. Professionals who plan and build the BE therefore affect public health. We tested the hypothesis of a lack of formal pregraduate training about associations between the BE, PA and health in architecture, landscape architecture, and urban design academic degree programs (DPs) in Switzerland. Methods: We reached out to all DPs in Switzerland to ask if and how these associations are taught. For those declaring to teach the topic, the program syllabus and course material were inspected. Results and discussion: For 30 out of 33 identified programs, information for the analysis was obtained. A total of 18 declared teaching the BE, PA and health associations, but this could be confirmed for only 5 after verifying the course content. Teaching principles of building PA-promoting BE represents an underutilized potential for public health promotion. Conclusions: There is a need to introduce formal learning objectives in architecture, landscape architecture, and urban design DPs in Switzerland on the associations between BE, PA and health. It is likely that similar needs exist in other countries.

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Section: Discussionmentioning

confidence: 99%

Lack of Pregraduate Teaching on the Associations between the Built Environment, Physical Activity and Health in Swiss Architecture and Urban Design Degree Programs

Zedi

Kayser

2020

IJERPH

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“…From an educational perspective at a curriculum development level (Gharipour and Trout, 2020), raise the question of how to develop an active learning pedagogy to foster a multidisciplinary learning environment that is practice-based and well considers humancentered approaches to improve the capability of built and natural environments to promote health and healing. Their work outlines the process of preparing a new multidisciplinary course on health and the built environment (HBE) at the School of Architecture and Planning at Morgan ARCH 16,1 State University in Baltimore, USA, as an effort to challenge the barriers of discipline-specific pathways to learning in architecture.…”

Section: Studio Teaching Experimentsspatial Transitioning For Autism ...mentioning

confidence: 99%

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

Salama

2022

ARCH

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PurposeCommemorating the 15th year anniversary of discourse, knowledge dissemination in architecture and urbanism through the contributions published in Archnet-IJAR: International Journal of Architectural Research, since March 2007, this article aims to capture, unpack and categorize the key content of published research outputs during the last five years into knowledge spaces.Design/methodology/approachWhile referring to key statistics of various recognized databases in order to highlight the journal growth, development and performance, the approach to the analysis is inspired by Crysler's Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment. This is established through a preliminary conceptual content analysis that enables the development of specific content categories representing knowledge spaces based on the overall contributions to the journal since its inception in 2007 and then mapping the recent contributions, developed over the past five years (2017–2021), to these knowledge spaces. The thrust of the analysis is to instigate a structured understanding of Archnet-IJAR role in the development and dissemination of knowledge in architecture and urbanism.FindingsThe examination of the content and the analysis reveal two broad categories of knowledge spaces: established and evolving. Established knowledge spaces are recognized in terms of theorizing architectural and urban production; the public realm and assessment of designed environments; housing, the informal and the vernacular; urban heritage and historic environments; and architectural and urban politics. Evolving knowledge spaces were acknowledged in terms of architectural education and design pedagogy; collaborative planning and community design; architectural and urban sustainability and resilience; health, wellbeing and engaging with nature; and COVID-19 spatial and pedagogical implications. Characterized by clear definition and at the same time transparent borders, the identified knowledge spaces have the potential of generating further possibilities for future knowledge spaces.Research limitations/implicationsIn addition to a holistic analysis based on the scrutiny of contributions as they progressed from submissions to reviews to publishing, future work would involve more systematization, in-depth engagement with metadata and should benefit from IT applications and data mining software packages.Practical implicationsThis article is regarded as a cognizance platform and an enabling mechanism for researchers and future contributors to identify the unique particularities of their research, the nature of the content they aim to develop and the way in which that content may contribute to one or more knowledge spaces.Originality/valueEstablishing an understanding of the knowledge spaces which represent contributions published in Archnet-IJAR, the knowledge spaces identified demonstrate diversity and plurality; diversity in ontological interpretations of the nature of reality and plurality and pluri-epistemology in terms of how methods are pursued and the way in which such interpretations are developed, recorded, documented and communicated. These are knowledge spaces of possibilities and anticipation of growth, evolution and development.

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“…As a result, there is an increasing demand for current architectural research agendas to produce more adaptive and responsive research. Moreover, architecture's complex and dynamic role, as a discipline and profession, in shaping our lived experiences requires the production of a broad range of disciplinary forms of knowledge (Doucet and Janssens, 2011; Gharipour and Trout, 2020). Architectural knowledge production includes research production, university faculty publications, governmental research agendas and priorities, funding and grant schemes, data needs and gaps and inter and multidisciplinary approaches.…”

Section: Introductionmentioning

confidence: 99%

Postgraduate disciplinary trends in architecture: mapping master theses in Jordan

Khalidi

Al-Rqaibat

Okour

2022

ARCH

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PurposeThe purpose of this paper is to analyze the postgraduate disciplinary trends in architecture in Jordan. It highlights current research topics in master theses of architecture programs, to enhance the selection of postgraduate thesis topics that are more responsive and adaptive to the raised research demands of communities and the profession.Design/methodology/approachThe paper analyzed 254 master's theses published from 2009 to 2019 in three Jordanian universities. The paper employed a descriptive and content analysis for theses' titles and abstracts.FindingsThe principal results identify unique geographical, temporal and disciplinary trends in the mapped theses. The findings illustrate an interest in disciplines of design studies, building technology, housing and community and urban design among postgraduate students. The findings also highlight a centralization of theses' number and geographical location within Amman governorate. Many theses also focused on residential spaces as a scale of analysis.Practical implicationsThe proposed suggestions include collaborative efforts and practical mechanisms by higher education institutions, practitioners and decision-makers for advancing rigorous, diverse and relevant research topics in postgraduate theses.Originality/valueThe paper provides a comprehensive mapping of the topics of postgraduate theses in the field of architecture. It highlights how they have evolved or have been influenced by community needs. It also draws attention toward specific disciplines that have been the focus of major architectural programs in Jordan. Finally, it highlights the coexistence of interdisciplinarity within the field of architecture.

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Curriculum development in health and the built environment: creating a multidisciplinary platform to enhance knowledge and engagement

Cited by 6 publications

References 24 publications

Lack of Pregraduate Teaching on the Associations between the Built Environment, Physical Activity and Health in Swiss Architecture and Urban Design Degree Programs

Lack of Pregraduate Teaching on the Associations between the Built Environment, Physical Activity and Health in Swiss Architecture and Urban Design Degree Programs

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

Postgraduate disciplinary trends in architecture: mapping master theses in Jordan

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