Conference Proceedings (Built Environment)

Permanent URI for this collectionhttp://hdl.handle.net/20.500.12280/299

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Browsing Conference Proceedings (Built Environment) by Subject "Architecture Education"

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    Beyond Rule of Thumb: Kindling Environmental Design Education in East Africa
    (The Architectural Science Association (ANZAScA), Australia, 2013) Olweny, Mark R. O.
    Acknowledging the importance and relevance of Environ-mental Sustainable Design (ESD) has kindled a shift in contemporary architecture education, with schools of architecture incorporate ESD as components of programmes: in specific course units; as electives; or in some cases transforming entire programmes, placing ESD at the core of architecture curricula. While this would seem to be a positive development, it is evident that this is not always matched with a change in teaching. This paper looks at the use of Rules-of-Thumb in teaching ESD in architecture education, as a possible problem or hindrance to the application of ESD principles in architectural design. The reliance on Rules-of-Thumb as the basis for teaching (and learn-ing) ESD principles fails to recognise developments in the field and associated complexities associated with this. Going beyond the Rules-of-Thumb approach, may be key to engaging students (and fac-ulty) in discourse on ESD as part of architecture education. It could be a basis for exploring context and engaging students in contextual de-sign as a generator of both ideas and information. Through some examples, some of these opportunities will be explored as a way to go beyond Rules-of-Thumb, to stimulate ESD education in East Africa.
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    Investigating the architecture of architecture education in Uganda:
    (The Architectural Science Association, ANZAScA, 2010) Olweny, Mark R. O.
    For all the discourse on the state of architecture education today, little is written about the student experience in architecture schools. With increasing emphasis on Service Quality, Learning Outcomes, and Completion Rates, understanding student motives, and perspectives of professional education is particularly significant. This paper reports on the findings of a research study that gathered views of key stakeholders in architecture education, and is part of a broader study examining architecture education in the context of East Africa and Uganda in particular. The paper presents the findings of Focus Group Discussions held with students at Part I and Part II levels of the architecture programme in Uganda. Of interest, were the perceptions of students in relation to their chosen careers, as well as their experience in the programmes, stemming from anecdotal evidence indicating that a hidden curriculum in programmes presented a significant challenge for students, at times having a negative impact on their learning. While not conclusive at this stage, the initial findings suggest that a lot can be learned from what students reveal about how they relate to their programme of study, and may be valuable in defining a revised approach to architecture education in East Africa.