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Browsing Conference Proceedings by Subject "Architecture education"

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    Environmental Sustainable Design and Energy Efficiency in Architecture Education in East Africa
    (2013) Olweny, Mark R. O.
    The inclusion of Environmental Sustainable Design (ESD) in architectural education is an important paradigmatic shift for contemporary architecture education, in view of growing concerns for Energy Efficiency (EE) and Green House Gas (GHG) emissions attributed to the building industry. Schools of architecture across the world have undertaken to incorporate ESD as components of programmes: in specific course units; as electives; or in some cases transformed entire programmes to place ESD at the core of the curriculum. For architecture schools seeking recognition and validation through the CAA for instance, it is now essential that they demonstrate inclusion, or at the very least show a move towards incorporating ESD into the curriculum. This paper reports on a study carried out on architectural education in East Africa. It took in all schools of architecture in the region: Kenya (Nairobi University & Jomo Kenyatta University of Agriculture and Technology); Rwanda (Kigali Institute of Science and Technology); Tanzania (Ardhi University), and; Uganda (Makerere University & Uganda Martyrs University). The study sought to review the state of architectural education in the region in order to appreciate how architecture education is responding to the contemporary challenges and opportunities related to ESD and EE in the education of architects. With architectural education viewed as a primary conduit for the transmission of architectural culture, how is architecture education in East Africa responding to these challenges and opportunities?
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    Technology and Architecture Education in Uganda
    (The Architectural Science Association ANZAScA, 2006) Olweny, Mark R. O.
    Architecture education is a relatively new undertaking in Uganda. Despite this opportunity to develop an updated curriculum and pedagogy, an old paradigm continues to persist; isolating the teaching of architectural technology from ‘main stream’ design studios. The consequential inability by graduates to link architectural design and architectural technology in design is evident throughout Uganda, often with disastrous outcomes. This paper discusses the implementation of integrated design studios in the architecture programme at the Uganda Martyrs University. Using a Project-Based Learning approach, these studios sought to introduce architecture technology as an integral part of the design studio, enabling students to build a holistic view of their designs. Two studios are the focus of this paper, Architecture Studio I, the first studio in the Bachelor of Architecture graduate programme which had a fully integrated studio, and Design Studio III, a second year studio in the undergraduate Bachelor of Science in Building Design and Technology. The outcomes of the studios suggest students are better able to understand and apply technology in their projects and derive meaningful design outcomes if they are presented with the information as related to the design project, rather than as secondary information are given in support courses. Students will come to care about the constructed world only if academic staff can show them why this is worthwhile. Simply telling students to think about and experience the built realm differently (or to have them arrive at this through abstract design exercises) will have little long-term effect – as the contemporary constructed environment all too often confirms. (Coleman, 2003:353).