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Research activity at Architecture explores a wide variety of significant research areas within architecture and the built environment. Among these is the better exploitation of innovative construction technologies and ICT to optimise 'total building performance', as well as reduce waste and environmental impact. Sustainable architectural and urban design is an important component of this. To this end, the Cluster for Research in Design and Sustainability (CRiDS) focuses its research energies towards developing resilient responses to the social, environmental and economic challenges associated with urbanism and cities, in both the developed and developing world.

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Design education : explorations and prospects for a better built environment

Salama, Ashraf M. and Crosbie, Michael J., eds. (2010) Design education : explorations and prospects for a better built environment. ArchNet-IJAR: International Journal of Architectural Research, 4 (2-3). pp. 1-466. ISSN 1938-7806

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Abstract

This volume marks the conclusion of the fourth year since Archnet-IJAR was established. A considerable effort has been put into this volume, which addresses timely and pressing questions that pertain to design pedagogy in the built environment related fields. This special edition combines the second and third issues of volume 4 and integrates the efforts of more than 45 contributors from 12 countries presented in 32 papers. In response to our call on the web in August 2009 for papers, we have received more than 80 expressions of interest and more than 65 abstracts. The papers included in this edition are those of the accepted abstracts that were developed into full papers and followed the typical review process of the journal. These figures underscore a rising interest in writing about educating future architects and urban designers. In fact, they manifest a commitment to the field of design education in its broadest sense. Design education is the cornerstone of design professions. The approach to and the content of it are the backbone of design practices. This suggests that it has to be encountered and to be dealt with as a rich field of pedagogical discourse whose foundations, underlying theories, contents, and methods can be questioned and critically analyzed. Reaching across the boundaries of cultures and regions, the theme of this volume addresses design education in its fullest sense in order to reflect its worldwide status in 2010. Contributions to the volume exemplify worldwide efforts in shaping the future of design pedagogy.