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Open Access research which pushes advances in bionanotechnology

Strathprints makes available scholarly Open Access content by researchers in the Strathclyde Institute of Pharmacy & Biomedical Sciences (SIPBS) , based within the Faculty of Science.

SIPBS is a major research centre in Scotland focusing on 'new medicines', 'better medicines' and 'better use of medicines'. This includes the exploration of nanoparticles and nanomedicines within the wider research agenda of bionanotechnology, in which the tools of nanotechnology are applied to solve biological problems. At SIPBS multidisciplinary approaches are also pursued to improve bioscience understanding of novel therapeutic targets with the aim of developing therapeutic interventions and the investigation, development and manufacture of drug substances and products.

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Teaching architectural programming : cultivating a culture of an inquiry-based and a process-centred design pedagogy

Salama, Ashraf M. (2017) Teaching architectural programming : cultivating a culture of an inquiry-based and a process-centred design pedagogy. Architecture and Construction of Russia, 2017 (2). pp. 30-45. ISSN 0235-7259

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    This paper aims to accentuate the need for inquiry-based and process-centered architectural design pedagogy as a proactive approach to some of the negative tendencies that continue to portray mainstream teaching in architecture. Building the case for this approach is a key step towards recognizing it; this involves key juxtapositions of the product-based approaches to design pedagogy versus the inquiry and process-based approach. Utilizing architectural programming as a fundamental and ethical approach to architectural practice, two approaches are identified to meet and articulate the inclusion of architectural programming as design adopting an exploratory process and for design advocating a multistep feedback/feed-forward process. Key merits of these approaches are offered as part of a concluding discussion that contributes to advancing current thinking on design pedagogy.