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The prevalence of self-construction practices in Türkiye has resulted in a building stock whose earthquake resilience is highly uncertain. To mitigate the potentially devastating impact of anticipated large earthquakes, one viable approach is to increase earthquake awareness among builders themselves. However, these builders lack formal engineering training and are ordinary citizens. Therefore, the challenge lies in devising visual teaching methods, such as short videos, to explain complex seismic phenomena in a comprehensible manner. This paper introduces the use of educational media tailored for non-specialized audiences, encompassing regular citizens and students without engineering backgrounds. These videos are based on experiments conducted with physical models on a homemade shake table. They focus on key factors influencing the seismic response of multi-storey buildings and highlight common design and construction errors that lead to building damage. To assess the effectiveness of this approach, we conducted a workshop with junior architecture students, followed by post-workshop qualitative assessments through knowledge surveys and interviews. The findings indicate that while single-topic videos were effective learning tools for students without prior knowledge of seismic building design, students found models particularly useful for explaining specific concepts such as torsional behavior, the role of diaphragms, and the performance of non-structural components. However, despite positive feedback on the effectiveness of model testing, students generally did not perceive significant knowledge acquisition in model construction. Ultimately, the accessibility of freely available videos, coupled with their enhanced educational value, makes them effective tools for raising seismic awareness in communities vulnerable to future earthquakes.

This research focuses on the survey and study of building architecture built in approximately 1932-1992, in Nakhon Nayok Province, Thailand with the three research objectives: (1) to study modern architecture buildings in Nakhon Nayok that reach the criteria of modern building value for conservation and lifelong learning, (2) to create a roster of modern buildings in Nakhon Nayok by studying the distinctive features of architecture and its historical, social, economic, educational, and other valuable significances; and (3) to create a valuable buildings database according to modern architecture criteria, to be uploaded to the micro-phishing system, and to publish modern architecture conservation database in digital and photographic files as the database of Nakhon Nayok. The main features of the buildings are consistent with the nature of modern architecture that shows the structure importance, and the use of technology of various materials which shows the advance construction technology in those days. The buildings are as simple as a box. They are useful, respond to the public, worth to society and culture, and contain of historical significance. From the survey and study in Nakhon Nayok, it was found that there were 43 buildings reaching the criteria of modern building value for conservation and were saved in the database in accordance with the micro-phishing model. The details of 43 modern buildings are presented in a digital file format and photo database of modern buildings in Nakhon Nayok to propagate the modern architecture conservation database as a lifelong learning resource for the benefit of interested people.

Design teams often rely on precedents, but the impact of using the direct experience of a precedent on design behavior requires further investigation. To explore this impact, fifteen teams of master students of architecture participated in two design sessions: one without and the other with a previous experience of visiting an example. The think-aloud protocol was applied, and a multi-layer coding based on FBS and precedent types was proposed to measure episodic (a specific design experience) and semantic (general design principles) precedents. Furthermore, a measurement was proposed to examine how and when the teams analyzed the precedents or applied them to solve the problem. Dynamic analyses were used to study the differences between the two conditions based on the distribution of precedents and the Problem-Solution index. Statistical analysis unfolded significant differences between the two conditions. In the second design session, the number of precedents, solution generations, and analyzing precedents were significantly increased. The first design session's episodic precedent had categorical similarity with both semantic and episodic precedents of the second design session. The results also indicated that design teams preferred to analyze the visiting experience of the precedent at the outset of the design session and apply other precedents for solving the design problem until the end of the session. While in the second design session, solution generation significantly increased, more episodic precedents related to the direct experience were used for problem framing. From another perspective, these precedents were also applied more to generate design concepts rather than refining design ideations.

This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.

This case asks information systems analysts to assess the cybersecurity posture of a manufacturing company. The exercise works well as a group activity in an information systems course that addresses cybersecurity controls. The case introduces guidance from the National Institute of Standards and Technology, and learners develop work products consistent with the standards. The narrative provides high-level summaries of relevant cybersecurity standards. The case is based on a real company and actual projects, but the company name and specific details have been fictionalized and made more abstract to make this case relevant even when specific technologies evolve. Through this experience, students will learn the importance of a defense-in-depth strategy for securing information systems.

This qualitative case study was conducted to understand the process learning center administrators used in the creation or remodeling of learning center spaces at a 2-year college system in the Midwest. Data were collected through interviews, which were transcribed and analyzed to conduct a within- and cross-case analysis. Four themes emerged from the creation or remodel process used: "needs assessment," "coalition," "implementation," and "additional changes." The emergent themes from the extent to which pedagogy, space, and technology were considered in the learning center designs were "instructional," "space," and "technology considerations." Based on the findings, implications for practice and recommendations for further research are shared.

Engineering programs must produce graduates who are able to consider multicriteria decisions including ethical implications during engineering practice. Teaching students in a meaningful manner to consider these multifaceted decisions was investigated through the usage of disasters and primary coverage of infrastructure disasters. Students provided reflections as part of the course, which were then analyzed using a topics discovery latent Dirichlet allocation (LDA) model. Our analysis of the students' reflections on engineering disasters reveals six major themes touched on by students: engineering, ethics, community, monetary, case scenarios on engineering failures, and change. The analysis shows the multifaceted ethical reasoning students developed as a result of discussions on engineering failures and their implications. Ultimately, this teaching framework can guide engineering class design that embraces real-life failures as avenues of education.

Drawing on a socio-materialist perspective, this study analyses connections between cultural contexts, the social situatedness of learning experiences and the material artefacts in rural Chilean schools. Our focus on different dimensions of design foregrounds the ways materials and places may act together with other elements to influence human thinking, learning and action. Results show that all the schools in the study met minimal standards on physical variables (temperature, air quality, lighting, noise and safety), and that in recent times, school designs emphasise a participatory design process, which includes community consultation, and where cultural and natural aspects of the surroundings are taken into account and prioritised. Given the richness of the natural landscape and culture observed in rural areas, this paper offers original insights into the ways that educators can explore the natural environment and indigenous culture to promote meaningful situated learning and empower students in rural schools.

First-year engineering students are often introduced to the engineering design process through project-based learning situated in a concrete design context. Design contexts like mechanical engineering are commonly used, but students and teachers may need more options. In this article, we show how sustainable building design can serve as an alternative for students of diverse backgrounds and with various interests. The proposed "Net Zero Energy Challenge" is an engineering design project in which students practice the full engineering design cycle to create a virtual house that generates renewable energy on-site, with the goal to achieve net zero energy consumption. Such a design challenge is made possible by "Aladdin," an integrated tool that supports building design, simulation, and analysis within a single package. A pilot study of the "Net Zero Energy Challenge" at a university in Mid-Atlantic United States suggests that around half of the students were able to achieve the design goal.

This article examines the changing architectural environments of deaf education in the nineteenth century, taking the national institutes in Paris and Bordeaux as its main focus. Founded in the late eighteenth century and initially housed in government-expropriated properties, both schools underwent comprehensive renovation and reconstruction projects in the nineteenth century to emerge as modern educational spaces. Although these projects remain overlooked in the history of modern architecture, they were closely tied to contemporary discourses on education, hygiene, and citizenship. The renovation of the Paris Institute for Deaf-Mutes during the 1820s-30s engaged pressing questions about hygiene and social progress in the postrevolutionary era of national reconstruction. The architectural transformation of the Bordeaux Institute for Deaf-Mute Girls from the 1860s not only reflected the changing pedagogical focus from sign language to oralism; it was also imbricated in broader debates about "laïcité" and educational standardisation as France transitioned from empire to republic. Far from being marginal, these institutions functioned as key sites for working through notions of citizenship and national identity. Their histories reveal how architectural and material frameworks could serve to impose ideology on the one hand, and provide important grounds for the formation of a minority community on the other.

The well-being of college students can be impacted by aspects of the physical environment, especially during key life transitions such as beginning college during a pandemic. This repeated cross-sectional study investigates the influence of a newly constructed living-learning neighborhood on first-year residents' mental well-being, specifically self-reported depression. The purpose of this study was to investigate (1) if residential first-year students' ratings of depression reflected differences between two built environments: old residential facilities and newer facilities that were part of a neighborhood, (2) if gender has an effect on these perceptions, and (3) if increased environmental satisfaction with different spaces in the new neighborhood drives lower depression scores. Students in two cohorts (n[subscript cohort 1] = 120; n[subscript cohort 2] = 112) were surveyed during the pandemic in the summers of 2020 and 2021. To improve the accuracy of predicting depression, participants' subjective satisfaction with their lives was controlled when investigating the influence of a change in the environment. First-year students who lived in the new neighborhood reported significantly lower depression scores than did their counterparts who lived in the old residential facilities. Results also reveal that this reduction in depression holds regardless of gender. Finally, as college residents' overall environmental satisfaction increases, their feelings of depression decrease, after controlling for their life satisfaction. Further, satisfaction within the personal residential (micro) environment has the strongest correlation with mental well-being. The findings from this study allude to the residential environment being the functional area that is most predictive of college residents' mental well-being. Implications for designers and administrators are discussed. [Discussion questions developed by Taylor Lawson and Eric Massey.]

The COVID-19 pandemic has further compounded the inherent complexities of design pedagogy. At the same time, offering an online teaching method made it imperative to incorporate the pandemic's implications in the design process upon experiencing its adverse impacts. This study investigates landscape architecture students' design approaches and understandings in a real-world studio based on the before and after COVID-19 scenarios. The findings show that most students designed multi-functional public open spaces before the COVID-19 period while they envisioned post-pandemic uses after the COVID-19 period. The study results not only offer insights for online or distance learning for design students, but also prepare design-oriented solutions for the pandemic-related episodes.

Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research how students may or may not be using systematic approaches to the optimization of their designs. This study explored how middle school, high school, and pre-service students optimized the design of a home for energy efficiency, size, and cost using facets of fluency, flexibility, closeness, and quality. Results demonstrated that students with successful designs tended to explore the solution space with designs that met the criteria, with relatively lower numbers of ideas and fewer tightly controlled tests. Optimization facets did not vary across different student levels, suggesting the need for more emphasis on supporting quantitative analysis and optimization facets for learners in engineering settings.

Area should be experienced, not simply calculated. This task invites students to physically experience areas and the spatial relationships between them, as well as their own community.

Following the severe impact of capitalist industrialization on the environment, the EU has funded several projects in the context of the European Green Deal to pursue climate neutrality by 2050. Some of these projects attempt to achieve zero emissions through political participation, while others by committing EU citizens to adopt sustainable habits in terms of both practical behavior and economic choices. The GreenSCENT project, funded by the European Union's Horizon 2020 research and innovation programme, aims to develop a Competence Framework compliant with the European Qualifications Framework and the European Green Deal. The present article documents the process of developing such a Competence Framework. Eight distinct research teams independently conducted a similar thorough literature review over an assigned topic (Climate Change; Clean Energy; Circular Economy; Green Building; Smart Mobility; From Farm to Fork; Biodiversity; Zero Pollution). The resulting documental corpora have then elicited to build the competence matrices and the corresponding European Qualification Framework levels. Once the information has been reorganized as a knowledge graph, the researchers discovered a large amount of novel interdomain connections, providing a more engaging way of interacting with the Competence Framework, and potentially apt to avoiding information overload issues while preserving the complexity, in line with the simplexity paradigm. The environmental education tools produced by this research could be useful in mitigating the repercussions of Capitalocene on the environment toward the adoption of more sustainable behaviors.

Campus maps and architectural images from institutional websites were used to compare 45 collegiate institutions cited in prior literature as manifesting traits of either conventional or nonconformist student cultures. Based on person--environment interaction theory, it was anticipated that the physical traits of campuses associated with conventional student cultures would be more uniform than those of campuses associated with nonconformist student cultures. Nonparametric tests revealed significant differences in the anticipated direction on three of six aspects of architectural design (i.e., color, roofline, and ornamentation). Differences in uniformity of campus layout were in the anticipated direction but fell slightly short of statistical significance.

Sasak traditional architecture, including the shape of the structure, layout, and other supporting buildings, has references and rules in its designing and planning. Traditional residence is one of the cultural artifacts. A residence is not only built based on aesthetic values, but is also reviewed from strengths and values contained philosophically. Thus, this study aimed to describe mathematical ideas that are contained in the architecture of Sasak traditional residence as well as educational values in the culture that can be made as the initial step in designing learning processes at schools. This study was qualitative research conducted by using an ethnographic method. The informants in the study encompassed "Adat" figures, "Adat" stakeholders, and cultural experts who understand the culture of Sasak people. Participant observation, interview, documentation, and field record were the data collecting techniques used in the study. Findings showed the existence of mathematical ideas that are potential to be made as the initial step in learning mathematics contextually.

The architectural design process is a unique process that has its inherent phases with specific activities within. Exploring and identifying the real design process which occurs within the conventional design studio is the key focus of this study. This study was carried out by adopting systematic literature review methodology. The most relevant articles for the review were identified by applying an inclusion and exclusion criteria based on a rubric developed to find answers to the research questions developed. For the literature review, 50 articles were selected by eliminating the non-related and non-suitable articles based on the rubric developed. The data was analysed by the content analysis based on the Grounded Theory. Grounded Theory was applied to generate a theory based on the data or findings. The results have given data to draw a Design Process model which is specific for architectural design studio practice. It is evident that the lack of integrating the intended user in the design process has impacted the solutions. Furthermore, many scholars have discussed the architectural design process, but there is a significant gap in discussing the involvement of users and context during the design process.

The refashioning of popular cultural resources has become a salient strategy for the construction of "hyper-real" spaces of cultural consumption worldwide. Taking Lefebvre's triadic model of space as the anchorage, this study proposes an analytical framework to examine the affective production of space. Ethnographic fieldwork was conducted in the Central Perk café in Shanghai as replicated from the American sitcom "Friends." The analysis reveals that resemiotization, recontextualization, and the spatial arrangements of the interior café enabled fan-customers to orchestrate individual-specific affective assemblages based on their varied familiarity with the sitcom and alignment with its affective values and characterization. It is found that these affective assemblages afforded fan-customers socio-atmospherics featuring a cozy, relaxed state of being and a home-like sense of belonging. The affective practices of the human-nonhuman participants turned this themed café into a lived space of affinities that helped the café owner and fan-customers cope with atomization and precarity in cosmopolitan life. It is argued that the proposed analytical framework can reveal the role of affect as a critical social force that enables individuals to fulfill their sociocultural needs and desires by appropriating transnational popular cultural resources and co-producing a cultural consumption space.

This pedagogical paper presents an approach to urban design taught in the "Complex Densities Studio" CDS of the Institute of Architecture and Earth Sciences of Setif (IAST). This approach is based on urban analysis and scenario building, the use of parametric tools, and the constitution of reusable "parametric actions". The parametric approach invites students to state their project intentions. Parametric computing allows building a digital model from certain parameters. The digital model aims to verify the interactions of the student project in the urban context dynamically and iteratively. It offers the possibility of identifying the most efficient models concerning the stated criteria. The urban typologies and ambiances are evaluated throughout the design process, thus allowing for permanent adjustments. The chosen context is the El-Harrach district in the city of Algiers: the population density and the rapid transformation of urban areas offer a stimulating framework to experiment with a parametric approach to the student project. The approach of the CDS is based on numerous and diverse data, transcribed in diagrams, pre-formal plans, and parametric models, allowing to move from an abstract and quantitative dimension to the formalization of urban ambiances in a progressive and qualitative way.

This study aims at creating an integrated design of a building material laboratory for Teacher Education Institutes (TEIs) in higher education of vocational and academic programs to support the effective and efficient learning processes. Development of a building materials laboratory design in the form of a 2-story floor plan with a capacity of 20 students. This research belongs to development research using the ADDIE model. The research design was prepared through a Focus Group Discussion (FGD) consisting of 10 respondents involving (1) the coordinator of the TEI building materials lab; (2) the construction industry; and (3) the architecture expert. The collecting data using a questionnaire with an assessment of 2 aspects, namely the completeness of communicating spatial drawings. Data analysis using descriptive statistics to assess the feasibility of the layout drawings of the building materials laboratory was assessed by 2 building planning experts. Data analysis using descriptive statistics to assess the feasibility of the layout drawings of the building materials laboratory was assessed by 2 building planning experts. The results of the feasibility assessment of building materials laboratory drawings obtained 80.4% in the very feasible category. The research results revealed that (1) the practice course contents of building materials in the TEIs of Vocational and Academic program were testing sand, gravel, cement, bricks, light bricks, paving blocks, wood, concrete reinforcing steel, light steel, and concrete technology; (2) the 2-story laboratory floor plan that was developed has a total area of 387 m[superscript 2], all of which are integrated into one area.

Exploring built pedagogy, one college set out to disrupt structure and create a community of research by erecting a teaching lab yurt and inviting faculty to create a cohort of action researchers teaching in the yurt. The round shape of the yurt facilitated a more democratized learning environment where students found themselves a greater part of the learning and experienced their instructors to be positioned, literally, as facilitators of learning rather than keepers of the knowledge, where student accountability was inherent and an auditory/experiential connection to the world beyond the classroom created "aliveness" in learning.

The basic design lesson is an introductory course that teaches students the fundamental principles of design, including elements such as form, space, scale, proportion, and composition. It is also an introduction to both concrete thinking and abstract one, which is rather about ideas and general thought. Abstraction is one of the steps ap- plied for design learning processes because it may improve students' capacity for creative thinking. In practice, architects may use abstraction to sim- plify complex design problems and create clear, concise solutions. Basic Design Studio at Faculty of Architecture, Fatih Sultan Mehmet Vakif University (FSMVU), has dealt with the task of abstraction, while each generation's initial phase changed. This paper aims to define basic steps that guided students in FSMVU to apply abstraction in developing their final design, starting from objects from nature to geometrically defined shapes.

The computer has evolved from a tool to a privileged position where architectural design takes shape. Given that students are expected to work primarily in a computational environment and frequently in a collaborative way, some questions challenge and inspire us to consider new ways and methods that will aid in the creation and sharing of information and ideas. The dynamic of the architectural investigation process is the beginning point for our research, which aims to stimulate the architectural exploration process through the design and implementation of a computational environment based on a library of referents. In this paper, we try in particular to understand the characteristics of the design environment in architecture, therefore concerning the description and references of the library in the design dynamics. The referents' representation is viewed as a collection of descriptions in a distinct format. It is available to students and allows for new interpretations, interaction with their content, and eventually, knowledge acquisition during the architectural investigation process.

This research explored the power of dominant partnerships in promoting community development. Two local communities sited in a coastal West African town, recorded notable transformation as a result of their members' long-standing interaction with a famous close by higher education institution. With a sample of three hundred and seventy-two community members, the initial survey explored the physical influence of the university, on the lives of the studied communities. Purposive and convenient sampling techniques were used in the initial case to reach the respondents but the ensuing qualitative inquiry engaged four additional purposively selected participants to generate more data through structured interviews on education, transportation and health, as key emerging physical indicators, from the quantitative aspect. The SPSS, descriptive statistics and percentages facilitated the quantitative data analysis, but thematic analysis was used to make meaning from the gathered qualitative data. Efficient triangulation of gathered data from both approaches generated interesting findings regarding the research topic. As a result of proximity to the university, the natives presently enjoy pipe borne water, hydro-electric power, easy access to formal education, better transportation and modern-styled cement buildings. Further collaborations were recommended among the stakeholders to sustain the identified infrastructural changes that have taken place within the studied communities. Some counselling implications of the research were also drawn.

This paper outlines the result of an innovative program to develop a competency-based curriculum and a work process to engage students in energy assessment of small commercial buildings in their community. Throughout the resulting course, "Leadership in Building Energy Efficiency (LBEE)," students were trained to gather buildings' energy-related data and make recommendations for potential courses of action. The program facilitated energy assessment for 45 commercial buildings and supported the development of a retrofit plan with financing in place for nearly 30 of these projects. The purpose of this collaborative program was to advance building energy efficiency through the introduction of new methods and processes leading to financially viable energy retrofits of small commercial buildings. The program focused on assisting small restaurants, grocery stores and other food sales/services that are low-profit- margin and usually lack the ability to manage and finance energy efficiency improvements. As a result of this program, students got engaged in making long-term improvements in their communities. Additionally, they gained the real-world skills necessary to develop and execute energy retrofit projects for other customer segments as part of their careers. The program is broadening and scaling up to include other building use types and aims to be part of the development pipeline for energy retrofit projects in a way that develops students' capabilities, increases the knowledge of building owners and operators, and reduces the development costs of energy service firms and third-party financers.

The rise in online courses and virtual learning avenues in the last few decades, and more recently the COVID-19 pandemic has seen traditional design schools imparting learning seamlessly by transitioning to the virtual realm partially or completely. This study helps understand the perspective of students from various design schools across India regarding their learning experience in online courses, virtual classrooms and their perceived social connectedness with peers and educators. We report findings from a mixed-methods study, which combined both quantitative and qualitative data collection and analysis, wherein ninetyfive students from five design schools across India responded anonymously to the online questionnaire survey. We assessed the factors that impacted perceived social connectedness of the students with their educators and peers in online classes. We also discuss some of the reasons for this perception, as articulated by the participants, and report a significant correlation found between felt connectedness and various factors in online learning, such as visibility of participants, level of interaction during class, interest in course and understanding of the subject. It was observed that while the target student group seemed adept in online interaction and exchange of information, their feedback on online learning revealed unique insights into aspects that affect overall experience of design education. In addition, we submit some of the features or elements of traditional face-to-face (F2F) classrooms that students miss the most in the current online setting and some of the measures taken by students and educators to stay connected and overcome the virtual gap in learning.

In higher education, libraries are facing drastic spatial changes, transforming areas traditionally used for housing books to spaces for interaction and shifting from individual to team-based learning. This study (a) identifies space uses; (b) examines the environmental satisfaction, support for productivity, and perceived productivity depending on space; and (c) tests their relationships. The results of 66 survey responses suggest that students still come to the library for individual study, and students in quiet zones show high environmental satisfaction. Environmental satisfaction is indirectly associated with creativity, while environmental support with acoustic comfort is directly related to concentration.

Due to the efficiency, sustainability, and advances in firefighting technologies, the allowable height for wood buildings was increased from 4 to 6 storeys in 2015 and will be further increased to 12 storeys in the 2020 edition of the National Building Code of Canada, as a result of the advent and application of mass timber products. To match the development in the industry and the increasing need in the market for highly skilled timber engineers, structural timber design curricula at the university level must evolve to train the next generation of practitioners. At most Canadian universities, structural timber design courses are mainly provided in civil engineering departments. In this study, 31 accredited civil engineering programs in Canada were reviewed for structural wood design content at undergraduate and graduate levels based on two surveys conducted in 2018 and 2020. In the 2018 survey, the percentage of structural timber design content was estimated and compared with other engineering materials (e.g., steel, concrete, and masonry), and a similar survey was repeated in 2020 to determine if any significant changes had occurred. In early 2021, two complementary questionnaires were sent to the instructors of timber-related courses across the country to collect quantitative information, including enrollment statistics, percentage dedicated to timber design in combined material courses, and potential topics deemed critical to support the design of modern timber structures. Based on the responses provided, and also on the availability of resources and the research ongoing, the content for five advanced-level courses is proposed to address the needs of the timber design community. The findings presented in this paper will assist the timber industry, government agencies, and educational institutions in effecting potential changes to university curricula to educate the next generation of timber design professionals who will possess the necessary skills and knowledge to meet the challenges in designing modern mass timber structures.

This study examined the use of analogy in architectural design. Its main goal was to provide an understanding of how experts and novices alike used visual analog thinking to generate satisfactory solutions during their design process. A series of controlled experiments were conducted in order to examine how this cognitive strategy contributes to improving the resolution of design problems in each group of participants. Students and architects were asked to solve a set of unusual design problems. They were stimulated by exposure to visual images, and were given explicit instructions for using the analogy. The results showed that novices and experts were able to reason by visual analogy and used deep analogies. It was found out that the experts identified and recovered analogies from out-of-domain images. Novices, however, identified a large number of out-of-domain images, but recovered the analogies of out-of-domain and out-domain images to the same extent. Novices, unlike experts, did not add constraints to the initial design problem, but produced a large number of solutions. These results were found significant implications for the teaching of architectural projects.

Purpose: The study aims to design and develop a virtual structural design that simulates the campus and its buildings of a community college in Bukidnon, Philippines through Virtual Reality. With the immersion of technology, this project represents the architectural design of the establishment with the use of Virtual Reality Technology. Method: The project uses a modified Iterative Development Model which is a guide for the design and development of the 3D Models and VR Application. TinkerCAD which is a web-based application has been used to design buildings on the other hand Unity is used to develop the structural designs of the buildings. Results: The respondents of this study are the Grade 12 Senior High students from the 4 schools which are geographically near to the college. With this study, the researchers were able to showcase its VR Application to the students and later evaluated using a System Usability Scale, a 10 item questionnaire measuring usability with an overall average of 90% or Point Score of 4.5 which is interpreted as excellent in a Likert table for descriptive interpretation. With the use of the VR application potential students of the college will be able to visualize and experience the present structures of the college without being physically present in the area. Conclusion: In this paper, the buildings and structures of NBCC were designed and developed through a Virtual Reality Platform allowing students from different secondary schools that are geographically near to the college to experience the feeling to be in the school without being able to set a step in physically. Using VR Gadgets in navigating buildings is still new from the community which makes the VR application a hit to those who use it. The Application was evaluated personally by every student from different schools and rated excellent. With this advancement of technologies, VR plays a vital part in allowing people to see what's inside the building and navigate around it without being physically present in the place. Recommendations: This study is limited only to simulating the architectural buildings of a community college in northern Bukidnon Philippines and currently has no controllers used and no sound effects. The researchers recommend continuing to improve and developing the project since the school buildings expand every year, adding details to every room, including furniture, add doors to the rooms, landscapes, mini-map UI and improve the landform to be more realistic. Research Implications: The study enabled viewing and designing of school structures using the technology of Virtual Reality. With this study, future development of the college in terms of structural design will be easier to visualize.

The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer's experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.

Purpose: Green building education, an important aspect of sustainability in higher education, has rapidly expanded across the world. Yet, a bespoke pedagogical model integrating the essential elements of green building knowledge into a university course is lacking. To plug this deficiency, this study aims to develop an innovative pedagogical model that incorporates four types of teaching activities, namely, lecture, virtual reality (VR)-aided site visit, physical site visit and practicum-based project. Design/methodology/approach: Based on an extensive review of the relevant literature and course materials, a pedagogical model was constructed for application to the teaching and learning activities of a university's hospitality and real-estate programme. Using a case study approach involving in-depth interviews with green building professionals and a workshop coupled with an online survey on building professionals, the model's transformative effectiveness was evaluated. Findings: The study finds that the pedagogical model was able to effectively equip students with the essential green building knowledge pertinent to the different stages of a building life cycle. Concerns about wider applications of the model, including barriers to implementation in other academic programmes and resources for updating the VR platform, were identified. Originality/value: The VR-aided and project-based pedagogy model is novel and effective in delivering green building education. Future work, particularly expanding the VR platform to cover more green building cases, thereby allowing multiple case studies to be conducted, is recommended for illustrating further contributions and implications of the model.

Engineering design plays an important role in education. However, due to its open nature and complexity, providing timely support to students has been challenging using the traditional assessment methods. This study takes an initial step to employ learning analytics to build performance prediction models to help struggling students. It allows instructors to offer in-time intervention and support for these at-risk students. Specifically, we develop a task model to characterize the engineering design process so that the data features can be associated with the abstract engineering design phases. A two-stage feature selection method is proposed to address the data sparsity and high dimensionality problems. Then, instead of relying on probability-based algorithms such as Bayesian Networks to represent the task model, this study used the Radial Basis Function based Support Vector Machines for prediction to identify the struggling students. Next, we employ an extra-tree classification method to rank the importance of these features. Teachers can integrate the feature importance ranking with the abstract task model to diagnose students' problems for scaffolding design. The results show that the proposed approach can outperform the baseline models as well as providing actionable insights for teachers to provide personalized and timely feedback to students. Implications of this study for research and practice are then discussed.

What difficulties do architecture students encounter in the structural design for their final master project? How do they address these difficulties? This paper presents the topic and focuses on these two research questions by examining the students' experience, using thematic analysis with a qualitative approach. We obtained the data through surveys administered to architecture students during their final master project. The results show 11 categories of students' difficulties in designing the structure. The five most frequent are integration between structure and architecture, pre-sizing, long spans, complex geometries and floor systems. To deal with their difficulties, the students employed seven strategies, which we have grouped into three components: documentary, social and experimental. We found that the final master project students participating in our study possessed and practiced the following skills: self-directed learning, constructive investigation with problem-solving skills and positive social interaction. This study can help instructors understand the difficulties faced by the students learning structural design in the context of real world, authentic projects. Our findings confirm the positive effects of social learning, analogical thinking and design alternatives for structural design education.

Purpose: Energy consumption and renewable energy sources are included in the goals for the 2030 Sustainable Development Goal 7 (SDG7) agenda, and target buildings are the biggest electricity consumers. In turn, Netzero energy buildings (NZEB) contribute to achieve SDG7 goals. This paper aims to identify which Brazilian higher education institutions (HEIs) practices contribute to developing the NZEB concept. Design/methodology/approach: Case studies were selected to identify which implanted practices applied by HEIs in Brazil, listed in the UI GreenMetric 2020 Ranking, are related to the NZEB concept. The implemented sustainable practices were also analyzed to evaluate the connections and impact between universities and the local community. Findings: Results show the lighting and air conditioning retrofit were among the most common practices related to energy efficiency to reduce consumption. For renewable energy generation, photovoltaic solar energy is the most common practice used by HEIs. Research limitations/implications: Only Brazilian HEIs listed in the UI Green Metric Ranking were analyzed. No standard regulation or formal reports support the wide dissemination of the strategies adopted by HEIs in Brazil. Practical implications The strategies adopted by HEIs related to Netzero buildings can reduce emissions, optimize operating costs and improve building comfort conditions, which connect all SDGs. Social implications: HEIs can promote awareness related to energy use and clean energy generation within the local community. Originality/valu: This paper presents the most common strategies adopted by Brazilian HEIs. However, limitations related to lack of strategies, data transparency and specific Netzero energy regulation were also found. These issues can hinder other HEIs to adopt similar strategies and contribute to the promotion of SDG7 in Brazil.

Block mode delivery is widely practised in higher education institutions across the world. It is popular at postgraduate level, such as in business and management fields, but is less common at undergraduate level, especially for studio design teaching. There is a lack of literature on the block mode delivery for studio design teaching. The aim of this paper is to identify the favourable attributes and challenges of the block mode delivery for studio design teaching through the analysis of three undergraduate design studio units at an Australian university as case studies. Students' written feedback of studying these three units were collected and reviewed to evaluate strategies for enhancing student engagement. Challenges of block teaching to students and staff are discussed. The findings suggest that there are various ways to engage with students for active learning in block teaching, which are valuable for curriculum design and continuous improvement.

COVID is having immediate and long-term impacts on the use of libraries. But these changes will probably not alter the importance of the academic library as a space. In the decade pre COVID libraries saw a growing number of visits, despite the increasing availability of material digitally. The first part of the article offers an analysis of the factors driving this growth, such as changing pedagogies, diversification in the student body, new technologies plus tighter estates management. Barriers to change such as academic staff readiness, cost, and slow decision making are also presented. Then, the main body of the article discusses emerging factors which are likely to further shape the use of library space, namely: concerns with student well-being; sustainability; equality, diversity and inclusion, and colonization; increasing co-design with students; and new technologies. A final model captures the inter-related factors shaping use and design of library space post COVID.

This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Tromsø. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to reflect on and negotiate the institution's role in relevant contemporary, as well as historical, educational discourses and to mark a current standpoint. Taking a nexus analytical approach, we analyse how linguistic and cultural diversity are represented in the department's public space and how this is interwoven with the construction of the institution's position in a multilingual and multicultural environment. Our analysis shows that this diversity is constructed through various contrasts. Sámi identities and regional roots of knowledge are emphasised in the official part of the semiotic landscape -- framed as learnings from diversity. However, by analysing meta-sociolinguistic discourses about diversity, we show that this is accompanied by the erasure of other aspects of linguistic and cultural diversity, in particular Kven culture and identity, transnational diversity, and children and their lifeworld.

Objective: It is important for college students to engage regularly in physical activity. While psychological factors, such as motivation, are likely to increase attendance at fitness facilities, positive perceptions of the fitness facility (e.g., the type of classes offered) might also influence use of a fitness facility. Participants: Data were collected from 462 college students. Methods: Participants completed a survey that included an assessment of commitment and motivation to exercise, life satisfaction, and perceptions of the environment of the fitness facility they use. They also answered questions about fitness facility preferences. Results: Commitment and motivation to exercise were associated with use of a fitness facility. Perceptions of the environmental context of the fitness facility did not influence attendance. Conclusions: Even though college students shared some preferences (e.g., workout space and lighting), psychological factors were more influential than the environment of a fitness facility with regard to attendance.

Through genetic tracing, the origins of a person and who their ancestors are can be traced scientifically even though over time their genes have evolved following ecological changes. Likewise, a person's ideas can be traced where the origin comes from through memetic tracing. This article discusses case studies in several works which are assumed to be works of design product plagiarism at one of the famous universities in Indonesia. The plagiarism process is investigated through tracking changes in their memes. The research method was carried out by investigation. Data collection and analysis through field studies and in-depth interviews with participants who are actors and users of plagiarism products. The research was conducted in 2017. The results showed that plagiarism resulted in degradation of physical and visual qualities, visual disguises for the purpose of copycat self-actualization, and a sense of innocence from them.

Investigating the potential of video games as an aid to community mapping and participatory architectural design, the author discusses the use of the sandbox game "Minecraft" by the Block by Block Foundation in collaboration with Mojang Studios, Microsoft, and UN-Habitat for three projects--Model Street (Dandora Phase 2, in Nairobi, Kenya), Mind the Step (Jardim Nakamura, in São Paulo, Brazil) and Former Marketplace (in Pristina, Kosovo). The author offers different perspectives or "lens" from which to view the projects, including as an architect (which he calls a spatial lens) and as a community member (which he dubs a player lens). Favoring agency over participant choices, he claims, the institutional forces at work can prevent true access to space making by either the foundation or the game, each of which suffers from accessibility problems for both players and the communities. He argues for a need to look more closely into the politics of the Block by Block Foundation and "Minecraft" and seeks to make readers explicitly aware of the systemic mechanisms of exclusion.

The present article introduces and develops an educational tool as an interactive digital game for architectural design, allowing the architectural students to challenge their knowledge and experiences. The framework of this educational tool supports a serious open-ended game, which helps students get involved with the game through self-assessment and a multi-modal natural user interface, including gesture recognition and speech recognition in a familiar CAD environment without any right or wrong solutions. The students can immediately compare their game results with the architecture of iconic buildings and get familiar with the complexity of the design process through five different games in the initial version of this tool without the fear of being judged. According to the results of the questionnaire, this tool can simulate the design process, enhance its quality, and thus, assist the learners with developing their required skills with a wide variety of motivations and opportunities for engagement while helping them connect their experiences and activities to their learning and development in a meaningful way to fill the gap between their knowledge acquisition and knowledge application.

Biomimicry has been proposed as an important tool to reach key skills for the new century. It has taken its place as an essential resource for critical and creative thinking in design disciplines. However, as emphasized in many studies, bio-informed research requires interdisciplinary collaboration and systematic knowledge transfer. This article answers the question: "How can architects--who have limited knowledge in biology--develop biomimetic ideas and transfer this knowledge to architectural designs?" This research's hypothesis is that the "natural language approach," which is frequently used in engineering disciplines, can also be a knowledge transfer tool for the architectural discipline. To test the hypothesis, research was conducted with a group of graduate students taking the "ARCH5661--Parametric Approach to Nature-Inspired Architectures" course in the Department of Architecture, Gazi University, Ankara, Turkey, in the fall semester of 2019. The results were evaluated based on term-long studies and feedback from the students. In light of the obtained data, this article proposes a method that can be used in architectural education and adapted to other design disciplines.

The commercial space industry is facing a shortage of qualified workers due to the aging and retirements of the workforce and the inability to find qualified candidates. To explore the training, educational experiences, and technical competencies of entry-level manufacturing engineers, the researcher interviewed eight manufacturing engineers at entry- and expert-levels in the commercial space industry for their experiences and perspectives on the skills and competencies needed for entry-level manufacturing engineers. The major findings from this study are the need for communication skills application, the importance of using mentoring as a teaching tool outside of formal education and training experiences, and the ability to present data in order to tell a story. Educators can prepare manufacturing engineers for the workforce in the commercial space industry with the result of this study.

Performance-based architectural design pursues building performance objectives like energy efficiency to guide design decisions. Nevertheless, these informed decisions are usually made according to performance simulation software results, which are quite effort-consuming and tedious. Meanwhile, this low feedback efficiency blocks architects' mind flows from creating new design alternatives. Therefore, the current authors develop a digital platform by coupling Internet of Things (IoT) and Mixed Reality (MR). It streams and visualizes real-time sensory data of indoor illuminance into an MR glass HoloLens. It enables students to intuitively observe spatio-temporal illuminance fluctuation when manually modifying the physical shading device model. Therefore, they can quickly learn how design decisions influence indoor illuminances. At last, in the validation experiment with first and second year students in an architecture school, we compare this platform with two other teaching methods and platforms. Experimental results identify that the IoT-MR platform can effectively attract students and increase their learning effects.