Pedagogical Praxis in Architecture Design Studio: (Case Study Applied on Sophomore Architecture Student)

Abstract

Optimum architectural pedagogy, the best possible way to implement curricula at the undergraduate level, necessitates in-depth research into a vast array of academic, technical and psychological considerations, in order to ascertain the best teaching approach. This study has included the results of student feedback surveys to assist in the preliminary design phase of this study aimed at divining best teaching methodologies. In addition, the design of the Praxis also took into consideration the findings of published literature in this field of research. Both of these data sources were then combined into a methodology, which was applied to an undergraduate class at the Canadian International College, El Sheikh Zayed Campus, Giza, Cairo (CIC) for students enrolled in architectural design 2, during the fall 2015, spring 2016 and fall 2016. Subsequently, through the survey again, student input was again sought, reactions to those aspects that had been implemented by the end of the semester. A questionnaire was designed and distributed to appraise the overall experiment in practice design in the design studio. The most important aspect proved to be the introductory session phase for the students, which occurred at the initiation phase of the project. The information gathered was then used by the faculty to review the proposed pedagogical approach, adjust teaching plans, and applies the improvements to the upcoming design studios.Keywords: Architecture design studio-Architecture pedagogy-Critique criteria-Design studio jurypsychological aspects in design studio.

Examining the impact of students’ ratings of architectural design studio on graduation project before and midst COVID-19

“…The study was conducted on 96 students during four years for the same course in the same spatial conditions (the internal environment and the same educational conditions, the teaching methodology adopted in the sophomore design studio was done through the same instructor (author), the learningstyles theory was adopted as an approved methodology for teaching and criticism in the design studio, learning was carried out in all sophomore-studios with the same educational bylaw, over and above, the same projects studied for students and the function program is identical, also, further, the same climatic conditions. The current study is an extension of a previous study 61 that dealt with experimenting with teaching style in a sophomore design studio. Design courses were taught for the sophomore-level in the fall, while the graduation project was studied during the summer.…”

Collaborative architectural design studio environment

“…However, the recent trend change has surfaced that the architectural profession is more complex, which critically requires shifting paradigm towards a more collaborative approach (Furlan, 2015). As a result, the architectural design studio should evolve dramatically in order to keep pace with recent trends in undergraduate education (Rabboh, 2019). Therefore, an experimental change needs to occur within the studio instructional methodology to concentrate on strategies which accomplish the student's skill of original thinking.…”