Abstract:

The paper argues that research should be an integral part of the education of architects. Almost all architecture programs are required to be accredited by a local professional body to ensure certain capabilities and abilities of graduates. Also, there has been an increasing emphasis on continued professional development and lifelong learning. In order to meet the demands from the industry, we argue for a pedagogy that focuses on methods of studying architectural design instead of merely meeting those prescribed learning outcomes set by professional bodies. Reviewing the history of architecture education we can observe trends and emphasis in different eras. Nowadays “sustainability” is one of the hottest issues in architectural education. In our philosophy, “sustainability” can be investigated with different lenses, hence different methods of studying. For example, through the lens of science and technology it can be examined with scientific mode of inquiry that predicts the energy usage and carbon footprint; through the lens of sociology and humanities it can be studied with social research methodology that focus on how to address a society's beliefs and values that drive sustainable development. The goal of this syllabus is to produce graduates with sound research capabilities that align with their interest so their designs can meet the challenges of this era. We propose a program structure that centers around three thematic design studios: urbanity, humanity and technology. These studios are integrative and research-driven in which students will have the opportunity to explore different modes of architectural inquiry in three semesters. The topics of investigation will be coupled with the prescribed program outcomes set by the local professional body. During the final semester, students will integrate themselves into one of the three thematic studios to do their individual design dissertation.

Keywords:

Architectural education, research based design.