FARU - 2011

Permanent URI for this collectionhttp://192.248.9.226/handle/123/14709

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Now showing 1 - 20 of 22

item: Conference-Abstract
Imagining architecture: science fiction as a source of futuristic design
Perera, SVD
The profound changes that are happening based on new discoveries and new interpretations, of the world not only changes Architecture "as we know it", but also demands a reconfiguration of the way one looks at and approaches the discipline.. Thus designing for the future becomes more challenging as it belongs to the realms of "unknown" and "uncertain" that requires Architects to transcend from present realities and perceptions and engage in creative "imagination of futures". Such an approach requires inputs from many disciplines particularly through cross fertilization understanding to use other disciplines as channels of creativity, and mostly exploring unexplored territories that exist in realms that are unfamiliar to most Architects. Therefore, this paper argues that "science fiction" although quite an unexplored territory among architects, is a possible source that could be used in designing for the future. It attempts to bring to light the possibilities contained in the idea "form follows fiction" or more precisely "form follows science fiction" in futuristic designs and highlights ways of using it. Indeed the future of Architecture lies in such explorations which will provide the ideas, conceptualizations and tools to venture into the future which the contemporary approaches seem to be unable to provide.
item: Conference-Abstract
CRIT (ICAL) encounters
Sara, R; Rice, L
The crit forms the primary narrative through which architectural education is operationalized. The crit, 'design jury' or 'design review' inhabits a liminal space through which the process of learning architecture and development of professionalism are curated as a rite of passage. For over a century the crit has been used as a method of teaching and learning, but has developed very little in that time. The process is centred on the binary role of the tutor 'critiquing' and student 'defending' design work. This research paper examines the findings of a CEBE (Centre for Education in the Built Environment) funded project in the UK that critically examines the role of the crit. The research adopts a multi-media research paradigm, including an online survey and film footage to investigate contemporary experiences of crits/reviews. Perspectives from both students and tutors are examined. The key findings of the research show that the process is one that both students and staff value in principle, but often fails to fulfil the potential of the crit as a place of constructive critical dialogue. Stress and fear are the most consistent experiences of the majority of students. This paper explores the positive and negative implications of this on student learning.
item: Conference-Abstract
3+2 versus 5 : A comparison of the structure of architectural education with reference to course changes at University of Moratuwa
Chandrasekara, DP
The architectural education system at University of Moratuwa (UOM) was changed to a direct 05 year Bachelor of Architecture degree from the 2003 new entrants. Prior to that, the format of the architectural education at UOM was a 03 year B.Sc . (Built Environment) degree and a 02 year M.Sc.(Architecture) postgraduate degree with a minimum of 1 year gaining in between. The structural change of the duration of the course was combined with other major revisions such as the "semesters" and "modules" replacing the "terms" and "subjects" of the old system respectively. The contents of the courses were also changed with the introduction of new areas of studies and elective modules The studio work of architectural design was the forte of both systems. The old system had yearend examinations for theory subjects. The new B.Arch . opted for semester- end examination. The main advantage in the new was that there were lesser possibilities of missing the batch by students due to poor performances in the theory modules. The objectives of this study is to compare the effectiveness of the two systems of education from the perspective of the students. A sample of 30 students; 15 from the last M.Sc. batch and 15 students from the first two batches of B.Arch. students wgfe selected on a random basis. All of them have now completed the part three examination of the Sri Lanka Institute of Architects and are chartered architects. The respondents were divided into two categories "Good students" and "Average Students" based on their performances at UOM. The findings of the study shows that 80% of the "good students" who had followed the B.Arch. programme opt for the same course given a chance to study architecture agaWr 100% of the "average students" select B.Sc. + M.Sc. as their preferred system to study architecture. r " Around 82% of the former B.Arch. students who selected B.Sc + M.Sc path stated that the main reason for the selection is that it gives a postgraduate qualification in addition to the 3 year bachelor degree. Those who selected old system stated that shorter duration and recognition to undergraduate degree as important factors which influenced their decision.
item: Conference-Abstract
Architecture, urbanism and critical theory
Goonewardena, K
How should architects educate themselves in Sri Lanka today? Approaching this question from the standpoint of cities, I will present in the form of theses the basic lessons to be drawn from attempts made by modernist architects—in collaboration with avant-garde artists and thinkers— < to change the world. These include critical reflections on not only the moment of modernism, but also the epoch of postmodernism in the West. I argue that the experiences of both modernism and postmodernism remaiixvital for postcolonial contexts as well—especially in situations such as post-war Sri Lanka, where urban planning assumes a leading role in the drama called development. To wit: whereas the mutation of modernism into modernization and the subsequent abandonment of urban space to market forces known as postmodernism present us with scenarios to be avoided at any cost, the combination of art, technology and politics alloyed in the unfinished project of modernism in the early decades of the last century still raise key questions for our architects and urbanists: how did our cities come to be what they are, what kind of cities do we want, and how do we go from the cities we have to the cities we love?
item: Conference-Abstract
Interdependency and the individual! Socialisation as a formal learning construct
McClean, D
One of the enduring and memorable, properties and qualities of the 'unique situational laboratory' of design studio as a learning environment (Travar and Radford, 2003) is its ability to < support and foster social interaction. As such, together with the opportunity for collaboration and sharing, socialisation serves as a significant contributory component and stimulant of learning (Parnell, 2001), at leas| informally. Indeed it is argued that the most significant attribute of design studio is the culture that it develops, as it is this, propagated by the learning environment, that acquires lasting significance (Koch et a I, 2002). From a pedagogic perspective, therefore, the social dynamic of studio is deemed crucial. Additionally, interaction in studio facilitates the development of mutual emotional and morale support, and in the face of duress or adversity the social mechanisms appear to act as support structures founded on interdependence and camaraderie between students. The developing culture, which Thomas Fisher describes as a 'fraternity' culture (1999) cultivates bonds between individuals that can be very powerful and frequently endure over the course of a lifetime. However, a considerable body of literature has developed over the last 20 years that challenges some of the habituated behaviours and rituals that are commonly associated with studio, and which can inadvertently run counter to educational theory. For example, despite its inherent social properties and reliance on discourse, the learning process typically introduces 'power asymmetries' that suppress the individual (Dutton, 1999), and offers limited recognition of the individual in terms of experience and perspective (Webster, 2003). Instead, the collective educational model has traditionally been more of a tool of normalisation and professional acculturation in relation to values, beliefs, and behaviours, as well as skills. With a few exceptions such as the 'review' or 'crit' process, interdependent or peer learning has tended to occur through informal interaction, enabled by studio but remaining relatively unstructured. However, a number of educators have begun to explore methods for the structured incorporation of socialised learning into formal pedagogical constructs. Taking Piaget's constructivism and Vygotsky's socio-cultural notion of 'proximal development' as the theoretical underpinnings of studio enables the development of pedagogical frameworks for formalised interdependent learning. The aim is primarily to release latent potential within studio, thereby further enhancing its potency as a learning environment. This paper presents pedagogic development being undertaken at the School of Architecture in Aberdeen, Scotland, that seeks to enhance discourse through use of peer learning as the principal pedagogic structure, as well as introducing methods of learning that embrace the diversity represented by the student body as a rich and hitherto under-exploited resource for learning.
item: Conference-Abstract
Draw Edward draw
Francis, K
this paperfexamines two First Year Architecture Studio projects conducted at Unitec Department of Architecture, Auckland during the second semester of 2010. Discipline was at the heart of these Studios. Both projects used only manual processes to explore and represent the design of what Marco Frascari describes as the "numinous place." Additionally, each project was restricted to a particular orthographic view: the section in and the plan in . Architectural prsffitice has traditionally used these views but the increasing use of BIM and three dimensional computer modelling calls into question their continued viability. These studios were designed to extract from these conventional representational devices the maximum communicative potential and to explore the pictorial possibilities within these orthographic projections. The paper will describe the processes used, survey the original intentions of the projects and review the success of them in terms of the work produced by the students and the learning that can be shared between currency and tradition.
item: Conference-Abstract
Post -colonial attitudes in the delivery of western architectural education in China
Raat, TV; Yun, X
Western academics involved in the delivery of joint-courses in China are normally accorded the status of 'foreign experts'. This description, and a tendency among many westerners to be ignorant of the motivations and pedagogical underpinnings of educational policy in China, may lead to critical or even condescending attitudes when encountering the educational practices / exhibited in Chinese universities. This can frustrate the development of a critical and co-operative teaching and learning relationship with Chinese staff and students. Anecdotal evidence also suggests that many Chinese academics without experience of western education show little interest, and sometimes suspicion, of educational practices different from those with which they are familiar. This paper looks at the relationships which have developed over a period of almost 10 years between an architecture school in New Zealand and an architectural school in China. The work done by New Zealand staff in joint course which they established has been characterised by an unconscious assumption of superiority by the western academics which was reinforced by the favourable response which their teaching drew from Chinese students and occasionally from Chinese staff who have studied in the west. Over time, however, an undercurrent of critical i , resistance was observed in the Chinese staff. Analysis of this w^s initially intended to be based on propositions contained in Edward Said's seminal essay on "Travelling Theory" (and the later essay "Travelling Theory Revisited") which explored what happens to theories and practices based on > theoretical understandings when they move from place to place. Very soon, however, it became clear that there was a need to acquire more exact infdfTnation on what the attitudes off the different parties were before any more sophisticateckanalysis cpuld be started. This paper therefore describes an initial survey of attitudes and responses to the existing joint course as perceived by western staff, Chinese staff who have been educated in the west, Chinese staff educated in China and the Chinese students to whom it is delivered. The results are collated and analysed and future paths for research and collaboration are identified.
item: Conference-Abstract
Interface between architecture & urban design in architectural education
Ahmed, S
This article explores the interface between architecture and urban design and questions the relevance and limits of so called 'urban design' knowledge being imparted to architectural students at the Department of Architecture and Planning at NED University of Engineering and Technology (DAP NED-UET) and the Indus Valley School of Art and Architecture (IVSAA) Karachi. It also analyses the impact of these courses on professional practice through contribution in Pakistani society by architects who graduated from schools where an urban design studio was offered as part of the Architecture Curriculum. The results of the research highlight that architects trained from schools offering urban design studios as compared to foreign qualified architects and architects from schools that do not offer such a course tend to cater to a very small percentage of the population and are restricted in their practice by engaging only in main stream architecture. Comparatively having studied urban design studio architects tend to understand the urban dynamics of the city better and fit in alternative practices such as development sectors and academia with a drift towards urban research. The decision as to in which semester the urban design studio should be placed is vital because undergoing an urban design studio for a whole semester just before the thesis semester tends to make students rustic on design as they start focusing more on urban research, trends analysis and urban potentials identification rather then architectural design exploration.
item: Conference-Abstract
Architecture of a 'third-world': design, technology and architectural education
Pathiraja, M
The changing social, economic and environmental challenges in the developing world call for an amplification of the role of the architect. Rather than continue standing by the old principle of non-compatibility between the production of cultivated advice (e.g. design) and the production of goods (e.g. construction), architects must find a way to bring the ambitions of design and the realities of construction together - devising, if possible, coalitions and solutions to make sociotechnical novelty manageable in terms of labour skills as well as building results. In Sri Lanka, such an outlook requires change in both professional attitude and cultural appreciation. In such context, professional architectural education cannot be steeped in a cultural framework that is merely context-selective and impinges on a specific narrative celebrating the picturesque alongside nostalgic representation of traditional building products and processes. If poetic transcendence cannot be contaminated by modicums of enlightened technocracy, necessary managerialism and social activism, it will be very hard for other design domains to enter the picture. By exploring the notions of 'design', 'technology', and 'design teaching' as relevant to the building production in the developing world, this paper argues that architectural education must move away from a mono-disciplinary academic culture that can infuse a sharp divide with engineering, construction and social and economic sciences. Instead, alternative models for teaching must be explored to promote cultural dialogue and reflections, and facilitate professional development in critical directions.
item: Conference-Abstract
Retrofitting for sustainability: intervening thermal performance of existing non-domestic buildings
Jayaweera, N; Rajapaksha, U
Retrofitting existing buildings for energy sustainability is a recently developed area of research and study in architectural design. A significantly high share of energy is used to maintain indoor thermal comfort in non-domestic buildings due to their poor thermal performance. Therefore existing buildings in developing countries can benefit greatly from low cost passive retrofits to reduce energy use. Passive architectural elements of a building are important design variables which act as modifiers of outdoor climate into favourable indoor climates in buildings. Passive elements in a building include the microclimate, form, and the building envelope. Intervening thermal performance of these elements in existing buildings can improve indoor thermal comfort conditions. This paper consists of a critical case study building describing its thermal performance and climatic response to illustrate problems in non-domestic buildings in Colombo. The outdoor to indoor thermal comfort modification was analyzed using air temperature, humidity and air velocity data and measures. The results concluded that the poor thermal performance of the building is caused by the building's poor climatic response. Critical areas of the building were identified to have the potential for retrofitting passive design strategies to improve building energy sustainability.
item: Conference-Abstract
Amplification of comfort and the air quality with green roof in cities
Wijerathne, N
Since the last few decades the world population has been increasing in a faster rate. With the increasing population, the needs of the people have also increased. Because of that more people have lean towards to move to the cities in search of facilities. The demand for dwellings in the cities has increased. To accommodate this demand, more buildings have been constructed, changing the previous arrangement of the cities. The cities have turned into a compacted space with less vegetation and greenery. Yet again the pervious lands in the urban space have changed to impervious surfaces making the urban climate to be changed peculiarly in terms of temperature and air quality. The more the urban space has become industrialized, the more the air has been contaminated. There are other environmental issues together with the changes for the cities. Due to the increment of artificial surfaces the temperatures of the cities have been increased than the country side allowing the heat island effect to take place making the energy demands of the cities to be high. For these climatic problems the researchers have identified green roofs as a sustainable solution. This research mainly focuses on augmentation of air quality and on reduction of heat island effect, with the replacement of existing flat slabs in the Colombo city in Sri Lanka, with green roofs. A well compacted city area was chosen in the Colombo district. The measurements were taken in terms of temperature and C02 in the chosen city area and in countryside. Different special places were chosen for the measurements. The obtained measurements are observed for the identification of the best remedy. With that the expected increment of air quality and expected reduction of the temperatures are modeled with the replacement of existing flat slabs in the area with green roofs. A comparison was done on the actual measurements found in the present situation, with the results obtained from the modeled situation. From the results it's evident that the green roofs can play a major role in enhancing air quality and reducing heat island effect making people to live in cities comfortably and healthily.
item: Conference-Abstract
On the teaching of wonder
Chandavarkar, P
Educational institutions that impart a high level of critical and intellectual rigour in their students are usually considered as "good". However, when one compares regions that have these "good" institutions with regions where the intellectual rigour is comparatively weak, one finds that the state of professional practice may not be that different. It appears that the quality of education in a region is not necessarily correlated with the quality of architecture that it produces, even though the professional practices may be inhabited by the same people who once inhabited these "good" colleges. To sustain consistency across drastically different contexts (academia and commercial practice being a case in point) requires a rooted sense of self, which cannot be produced by abstracted externalities such as theories or philosophies. The 'self is an entity that can be produced in its fullness only experientially rather than intellectually. But to merely stay within itself would be narcissism; the self finds fulfillment by anchoring to a higher reality. And to be moved by a higher reality is to be possessed by wonder. The paper will argue that by clinging solely to standards of intellectualism conventional education limits itself. For a more holistic construction of the self, education should embrace experiential foundations oriented towards the inculcation of wonder. The paper will outline some implications of this approach on architecture and on education.
item: Conference-Abstract
Education and educational spaces
Wandrekar, SH
The main key to progress is education. It consolidates the foundation of future growth, which decides the destiny of the student. Overall development of students' character building through development of their mind, physic and spirit is most important. Therefore, it is necessary to provide clean, healthy, pleasant, encouraging and stimulating learning environment. / The test of good education lies in the quality of the end product. It is evolved from creative and innovative approach to teaching adopted in the educational system. Innovative experiments in learning that have potential to deliver the "Learning Guarantee" should be actively encouraged, intensively pursued and regularly tested. The courses offered by the university should meet expected professional standards with considerable inputs in technology and professional practice.
item: Conference-Abstract
The role of architectural education in promoting green building practices in developing countries
Perera, LSR
Environmental sciences and technologies have been integral parts of architectural education for decades. However, environmental concerns seem to be of secondary importance in the practice of architecture in general and construction practices in particular. Building sector accounts for one-sixth of global fresh water consumption, one-quarter of global timer consumption and two- / fifth of global energy consumption on one side and almost one quarter of green house gas emissions on the other. The building industry also generates waste on a scale that dwarf the industrial sector. Recognizing the environmental impacts of the building sector there are calls for greener buildings and construction practices. Several rating mechanisms and certification authorities have emerged in developed countries (e.g., Green Star, BREEM, LEED, CASBEE) to recognize, award and promote green buildings. Regulatory and incentives mechanism are also promoted by the state sector to gradually transform the building stocks from ordinary buildings to green buildings. Although such mechanisms are emerging in some developing countries like Sri Lanka and Thailand, the very limited number of certified green buildings existing in these countries indicates that green building practices are not the norms in the contemporary practice of architecture in these countries. Studies show that lack of awareness of consumers (users), lack of influence by the authorities (state), lack of understanding Vo f costs and benefits by the clients, lack of knowledge of building professionals, are prominent among the barriers to mainstream sustainable construction practices. All these barriers have some connotations to architectural education. Therefore, the aim of this paper is to discuss the paradigm shifty needed in architectural education to serve the state, society, business and profession in future. The paper is based on an empirical research conducted at 50+ architecture firms in Bangkok wit^the aim of identifying drivers and barriers of sustainable construction practices and knowledge management needs.
item: Conference-Abstract
National quality assurance guidelines for architectural education - help or hindrance in curriculum development and innovation
McCartney, K
This paper will outline the nature of a national guideline for quality assurance and standards in architectural education. It will also report on the application of the guidelines in testing the curriculum of the Bachelors and Masters programmes of the Cork Centre for Architectural Education. Finally it will evaluate the robustness of the guidelines in accommodating curriculum change in the context of technology change, by considering the specific case of incorporating into the curriculum, education and training for architects and students aimed at assisting them in contributing to the development of the "intelligent" building. The author will draw upon recent experience serving on an Expert Committee charged with drawing up guidelines for the Quality Assurance in architectural education in the Republic of Ireland. This work was undertaken at the behest of HETAC, the Higher Education and Training Awards Council, a body established by the Irish government with responsibility for the maintenance of quality and standards in many parts of the third level (post secondary school) education. The preparation of guidelines on quality and standards in architectural education was timely given some significant changes in the context of professional practice and architectural education in Ireland. The country introduced legislation in 2007, in the Building Act, which protects the title of "architect" and its usage. The professional body, the Royal Institute of the Architects of Ireland, has been appointed as the agency responsible for the registration of architects within the terms of the new law, and for the accreditation of their training and education. This responsibility also extends to control at the national level, of entry to the profession within the European Union, as defined in "Professional Qualifications" (EU Directive 2005/36). Furthermore, after a prolonged period of unprecedented growth in the construction sector and growth in demand for architectural services, lasting till 2007, the number of architectural schools in the country grew from 2003, from just two, long-established schools in the capital city, Dublin, to a total of five in 2006, with the new schools being distributed across the country. The new HETAC document attempts to identify the abilities, skills, and knowledge that graduates should achieve at different levels in their architectural education. These guidelines are used as an index to test the curriculum at the author's own school, the Cork Centre for Architectural Education. The results will be used to evaluate the utility of the HETAC document in evaluating curricula, and in supporting the maintenance of quality, and facilitating innovation. To investigate the latter issues of innovation and curriculum development, the author will take as a case study, the extent to which the new guidelines encourage, or inhibit the incorporation of curriculum change driven by technology change. Specifically it will examine the application of recommendations for the education of architects and architectural students being developed within the NEMBES project, an Irish Government funded (PRTLI-IV), multi-disciplinary project aimed at developing a Centre of Excellence in Cork for the application of embedded technology in the built environment. This curriculum change is intended to enable architects to contribute to the development of "intelligent" environments through utilising electronic sensors and actuators enabling performance and configurationally changes in built enclosures, in response to environmental parameters and occupant behaviour.
item: Conference-Abstract
Studio 19: assessing the future of a new zealand design document build studio
Kaza, K
This paper will assess Studio 19, the design-build-document studio offered at the Unitec New Zealand School of Architecture in Auckland, New Zealand, for the past four years. It will begin with a brief history of 'building' in architecture. It will then shift to a discussion of design/build studios in general, focusing on their pedagogical outcomes. These include: enabling a design process that engages the entire body, promoting a sense of social responsibility in future architects, the acquisition of specialized skills, and learning to work in groups. The paper will then discuss the difficulties, from an institutional perspective, of running a design-document-build studio. These include the difficulty of finding passionate educators with a highly specialized skill set, fitting the studio into an existing curriculum, and funding the studio. Finally, the paper will suggest some possible ways in which pedagogical outcomes might be more consistently achieved and the difficulties of offering the studio might be minimized.
item: Conference-Abstract
Effective teaching strategies in architectural education 'Adventure learning' - learning through experience & fun (Reflections on the modules-world history of architecture & design)
Samaratunga, M
Individuals perceive and process information in very different ways. Therefore learning/teaching methods always differ from one person to another. There are large variety of different learning/teaching methods and selected few are; 'Observational learning', 'Collaborative learning' and 'Multiple intelligences'. 'Adventure learning', which js most popularly used in Architectural education, demonstrates all the learning methods mentioned above. Adventure Learning is to create activities that provide students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environment. It is not just a game. The facilitator need to guide students in the activity in order to gain experiences to achieve the academic objectives. It is believed that actions are easiest to remember and the learning can be best done through experience and fun. Further this method can convert passive learners in to active learners. One researcher named William Glasser(1999) has said that, 'most people learn 80% of what they use and do in real life'. Therefore the objective of this paper is to show the importance of using innovative teaching methods with few examples from author's experiences in teaching the subject module, world history of architecture & design fof B.Arch./B.Des. degree level one, University of Moratuwa, Sri Lanka. Key words: Active learning, Passive learning, Unconventional teaching methods, Adventure learning, Effective teaching methods, Peer learning, University of Moratuwa
item: Conference-Abstract
Architectural education - redirecting with emerging trends in practice
Amarasekera, A
The last 30 years since the emergence of Information Technology has seen vast changes to world economies, shifting of wealth to Asia, Business Process Outsourcing, massive growth in Air Travel & Tourism etc. It has also seen vast changes in architectural practices which include practices requiring to adopt collaborative bids with developers and/or contractors than the traditional method of design and procuring, Architects being adaptive to design vast array of challenging projects to suit the knowledge based economies of the region etc. This paper will explore such trends and offer suggestions for schools of architecture to explore. Not only do new graduates are required to be multi-experienced and multi - tasked but also practicing architects needs to periodically upgrade their skills through continued education to match the fast changing and demanding world of practice today thereby creating an opportunity for Schools of Architecture to be more actively involved in contributing to upgrading the skills of Design Practices through skills upgrading of practicing Architects.
item: Conference-Abstract
"EAVESDROPPING" can it add to a student's learning by allowing them to witness his or her own Summative assessment and feedback event?
Rennie, J
The Design Studio learning system within most Tertiary Design Schools has a unique critique method, often called "The Crit;" this event itself has been analyzed and written about extensively. However, we have also had a lot of negative feedback from students that this form of critiquing process is not necessarily a good type of feedback process'for them individually, particularly in relation to their specific piece of work. Therefore, is there a method that protects the student's privacy related to his or her own design work and at the same time maintains the Design School's integrity of supplying reasoned and fair assessment within the wider Profession? A field trial scenario was designed and arranged with a group of volunteer design students, so each in turn, could sit-in and witness their own assessment / feedback session. The students were allowed to "eavesdrop," i.e. allowed to watch and overhear only, their individual feedback and assessment. This paper reports on this field trial, (which was timed to occur just after the "The Crit"); the resulting student comments were surprisingly positive towards this experiment and affirming that indeed it was an aid to their overall learning. This paper also analyses this experiment, exploring the field trial responses, and looks for links within a wider Educational literature base to the ground this "Eavesdropping" scenario within known pedagogies. Note: This scenario is not proposing to supplant "The Crit" rather, the interftion being an addition to it.
item: Conference-Abstract
Architectural education and profession in bangladesh : feedback from practice
Begum, JA; Siddiqua, A; Afroz, R; Malik, ABMM; Chowdhury, TS; Al-Hasan, MR
Institutional architectural education in Bangladesh, started in 1961, has passed through around five decades within which the context has changed. The rapid growth of population, expansion of development works in public and private sectors, changes in public awareness regarding architecture, have created a demand on expansion of architecture as a profession, and hence on education in this country. In comparison to the changes in professional field, the changes in curriculum and pedagogy in architectural education is insignificant. This paper describes the trend of architectural education and the profession of architecture in Bangladesh. It aims to find out feedback from the professional practice, from the experiences of the graduates and their employers. The paper is based on desk top analysis, literature review from different experiences and actual questionnaire study covering graduates and their employers from selected institutions. The pilot questionnaire designed with the aim to find out the required feedback information that can be further developed for wider use. The research question is how the present method of teaching and curriculum is covering the needs of the architectural practice in order to formulate guidelines for future changes in curricula and teaching method.

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