Purpose This research argues that architecture knowledge is fragmented between the
profession and academia as evidenced by long-standing conflicting opinions regarding …

Good teaching requires pedagogical dynamism: a willingness to vary one's teaching
approach relative to the context (and cohort) at hand, and to any new challenges that may …

Balancing the competing demands of research and teaching has long been lamented by
academics. The challenges associated with Covid‐19 will make this increasingly difficult. An …

This research investigates differing perceptions and expectations between universities and
architectural practices regarding skills to best prepare graduates for practice. This research …

This article describes a community of practice in learning and teaching scholarship,
spanning the social sciences, humanities and creative arts disciplines in an Australian …

While the use of AR in digital fabrication research has been well documented with numerous
case studies, its implications for design pedagogy remain under-explored. This paper …

The mismatch between the profiles of graduates and profiles required by the labour market
has led the Politecnico di Torino to experiment with new forms of project's teaching able to …

Architectural qualification in the UK comprises three parts: undergraduate, and postgraduate
degrees prescribed by the Architect's Registration Board (ARB) and validated by the Royal …

This paper addresses the relationship between different architectural schools of thought
prevalent during the 20th century and the current conditions of architectural education in …

Two teaching experiences that structured individual student learning through the designed
variation of group work opportunities are examined: a graduate architectural design studio …