Abstract: The paper briefly outlines the nature of contemporary Architecture Education in India and its present challenges with theoretically feasible solutions. It explores in detail the arduous position of architecture education owing to, privatization of higher education institutes in India, every changing demand of the technology driven industry and discipline, along with regional and cultural resources that should be explored academically for the enrichment of graduates. With the government's education policy of supporting privatization, a comprehensive role for the regulating body of Architecture Education becomes imperative. The paper provides key insights through empirical research into the nature of these roles and the areas which need attention in light of the problems. With the aid of critically acclaimed education model like Design Build, contextual retrofits for Indian institutes can be stressed for inclusion in the curriculum. The pairing of a private institute and public industry/research body and vice versa can lead to pro-economic and pro-social research environment. These reforms if stressed by an autonomous nationwide regulating body rather than the state will lead to uniformity and flexibility of curriculum which promotes the creation of fresh graduates who are adaptable to the changing needs.
Abstract: The design process in architecture education is based upon the Learning-by-Doing method, which leads students to understand how to design by practicing rather than studying. First-year design studios, as starting educational stage, provide integrated knowledge and skills of design for newly jointed architecture students. Within the basic design studio environment, students are guided to transfer their abstract thoughts into visual concrete decisions under the supervision of design educators for the first time. Therefore, introductory design studios have predominant impacts on students’ operational thinking and designing. Architectural design thinking is quite different from students’ educational backgrounds and learning habits. This educational challenge at basic design studios creates a severe need to study the reality of design education at foundation year and define appropriate educational methods with convenient project types with the intention of enhancing architecture education quality. Material for this study has been gathered through long-term direct observation at a first year second semester design studio at the faculty of architecture at EMU (known as FARC 102), fall and spring academic semester 2014-15. Distribution of a questionnaire among case study students and interviews with third and fourth design studio students who passed through the same methods of education in the past 2 years and conducting interviews with instructors are other methodologies used in this research. The results of this study reveal a risk of a mismatch between the implemented teaching method, project type and scale in this particular level and students’ learning styles. Although the existence of such risk due to varieties in students’ profiles could be expected to some extent, recommendations can support educators to reach maximum compatibility.
Abstract: The concerns of education and practice of architecture
do not necessarily overlap. Indeed the gap between them could be
seen increasingly and less frequently bridged. We suggest that
changing in architecture education and clarifying the relationship
between these two can help to find and address the opportunities and
unique positions to bridge this gulf.
Abstract: Architecture education was based on apprenticeship
models and its nature has not changed much during long period but
the Source of changes was its evaluation process and system. It is
undeniable that art and architecture education is completely based on
transmitting knowledge from instructor to students. In contrast to
other majors this transmitting is by iteration and practice and studio
masters try to control the design process and improving skills in the
form of supervision and criticizing. Also the evaluation will end by
giving marks to students- achievements. Therefore the importance of
the evaluation and assessment role is obvious and it is not irrelevant
to say that if we want to know about the architecture education
system, we must first study its assessment procedures. The evolution
of these changes in western countries has literate and documented
well. However it seems that this procedure has unregarded in
Malaysia and there is a severe lack of research and documentation in
this area. Malaysia as an under developing and multicultural country
which is involved different races and cultures is a proper origin for
scrutinizing and understanding the evaluation systems and
acceptability amount of current implemented models to keep the
evaluation and assessment procedure abreast with needs of different
generations, cultures and even genders. This paper attempts to
answer the questions of how evaluation and assessments are
performed and how students perceive this evaluation system in the
context Malaysia. The main advantage of this work is that it
contributes in international debate on evaluation model.