Architecture students working on a group project

Architecture Built environment education & architectural pedagogy

The Built Environment Education & Architectural Pedagogy Research Unit (BEEAPRU) was established in 2014 by Professor Ashraf M. SalamaProfessor Gordon Murray and Mr Michael Angus. It's aim is to bring together past, present, and future efforts undertaken by architecture staff.

In today’s rapidly changing academic world there's values we regard as integral to contemporary design pedagogy:

  • critical thinking and inquiry
  • creativity and innovation
  • research and investigation
  • collaboration and civic engagement
  • environmental awareness and technical competence

Guided by the ideals and beliefs of ‘the place of useful learning,’ our staff have a long and well-established tradition of exploring learning practices in architecture, building construction, and urban design.

Our research examines and provides validated frameworks and methods on the multiple possibilities that aim to reinvigorate the education of future built environment professionals. It addresses the objectives, outcomes, structures and contents, as well as the instructional characteristics, delivery methods and techniques, and assessment approaches required for responsive and responsible education in architecture and built environment disciplines. 

Academic leaders

Professor Ashraf Salama talks to Dr James Benedict Brown about his views on Architectural Education and his latest book:

Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond

Have a listen to the interview.

Collaborating academics

Dr Andrew Agapiou is a guest editor of a special issue of Charrette, on Shaping Architectural Education in Scotland.

Charette is the Journal of the Association of Architectural Educators-AAE.

The issue is scheduled for publication March 2016.

Research grants & projects

Our research projects cover critical aspects in curriculum development and pedagogy spanning a wide spectrum of issues in the built environment subjects. Earlier projects undertaken by our staff include:

  • Andrew Agapiou, CEBE: Centre for Education in the Built Environment, ‘Project Case Histories for Professional Practice Skills.’
  • Ashraf Salama, CILASS: Centre for Inquiry Based Learning in the Arts and Social Sciences, ‘Incorporating Inquiry Based Learning-IBL into a Lecture-Based Module in Architecture.’
  • Ashraf M. Salama, QNRF: Qatar National Research Fund, ‘Exploring Active and Experiential Learning Mechanisms in Lecture based Courses in Architecture.’
  • David Grierson et al, Strathclyde’a Knowledge Exchange Funds, ‘Online CPD for Design Professionals.’
  • David Grierson et al, Strathclyde’a Knowledge Exchange Funds, ‘Strathclyde Masters Programmes in Sustainability.’
  • Ombretta Romice, CEBE: Centre for Education in the Built Environment: ‘Collaboration of Architects and Psychologists in Community Design Studios.’

Key publications

  • Salama, Ashraf M (2015) Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond. Ashgate Publishing Limited. ISBN 9781472422873.
  • Salama, Ashraf M (2014) 'Liveness' beyond design studio pedagogy: layers of ‘live’ within and across the boundaries of classroom settings. In: Proceedings of the 2nd Annual Conference of AAE-Association of Architectural Educators. AAE: Association of Architectural Educators, Sheffield, pp. 88-93.
  • Salama, Ashraf M. (2013) Seeking responsive forms of pedagogy in architectural education. Field Journal, 5 (1). pp. 9-30. ISSN 1755-0068.
  • Murray, Gordon (2012) Education for a smarter profession. ARQ - Architectural Research Quarterly, 16 (4). pp. 281-284. ISSN 1359-1355.
  • Salama, Ashraf M (2012) Evaluation research as a mechanism for critical inquiry and knowledge construction in architectural and urban education. Formakademisk, 5 (2). ISSN 1890-9515.
  • Salama, Ashraf M (2012) Knowledge and design: people-environment research for responsive pedagogy and practice. Procedia Social and Behavioral Sciences, 49 (2012). pp. 8-27. ISSN 1877-0428.
  • Salama, Ashraf M (2012) Evaluation research and inquiry based learning (IBL) in architecture and urbanism: consumption versus production of knowledge. In: Enhancing Building Performance. John Wiley and Sons, pp. 277-284. ISBN 978-0-470-65759-1.
  • Grierson, David and Hyland, Claire (2011) Learning for change : Cross-disciplinary postgraduate programmes in sustainability. International Journal of Environmental, Cultural, Economic and Social Sustainability, 7 (3). pp. 37-50. ISSN 1832-2077.
  • Grierson, D. and Hyland, Claire (2010) Towards a framework for university-wide postgraduate programmes in sustainability. International Journal of Interdisciplinary Social Sciences. ISSN: 1833-1882.
  • Murray, Gordon (2011) The profession and pedagogy. Royal Incorporation of Architects in Scotland Practice Notes, Autumn (BP114).
  • Bradley, Fiona and Angus, Michael (2009) Delivering integrated engineering and architectural design education. In: Fifth International Conference on Construction in the 21st Century (CITC-V): Collaboration and Integration in Engineering, Management and Technology, Istanbul, Turkey.
  • Salama, Ashraf M. (2009) Transformative Pedagogy in Architecture and Urbanism. UMBAU-VERLAG, Solingen, Germany. ISBN 978-3937954-042.
  • Salama, Ashraf M (2010) Delivering theory courses in architecture: inquiry based, active, and experiential learning integrated. Archnet-IJAR: International Journal of Architectural Research, 4 (2-3). pp. 278-295. ISSN 1938-7806.
  • Salama, Ashraf M and El-Attar, M. S. (2010) Student perceptions of the architectural design jury. Archnet-IJAR: International Journal of Architectural Research, 4 (2-3). pp. 174-200. ISSN 1938-7806.
  • Murray, G. (2007) Building simply: ethic or aesthetic? Thinking and making in an era of specialisation. ARQ - Architectural Research Quarterly, 11 (02). pp. 112-117. ISSN 1474-0516.
  • Agapiou, Andrew (2008) The use of project case histories to assess undergraduate students' understanding of professional practice issues within architecture. Case study. The Centre for Education in the Built Environment (CEBE) funded case study.
  • Agapiou, A. (2006) The use and evaluation of a simulation game to teach professional practice skills to undergraduate Architecture students. Journal for Education in the Built Environment, 1 (2). pp. 3-14. ISSN 1747-4205.
  • Salama, Ashraf M. and Wilkinson, Nicholas, eds. (2007) Design Studio Pedagogy: Horizons for the Future. Urban International Press, Gateshead, United Kingdom. ISBN 9781872811093.
  • Salama, Ashraf M (2006) Learning from the environment: evaluation research and experience based architectural pedagogy. Centre for Education in the Built Environment Transactions, 3 (1). pp. 64-83. ISSN 1745-0322.
  • Romice, Ombretta and Yaneske, P.P. (2005) Undergraduate dissertations in a department of architecture. Centre for Education in the Built Environment Transactions, 2 (2). pp. 4-15. ISSN 1745-0322
  • Romice, Ombretta and Uzzell, David (2005) Community design studio: a collaboration of architects and psychologists. Centre for Education in the Built Environment Transactions, 2 (1). pp. 73-88. ISSN 1745-0322.
  • Salama, Ashraf M (2005) A process oriented design pedagogy: KFUPM sophomore studio. Centre for Education in the Built Environment Transactions, 2 (2). pp. 16-31. ISSN 1745-0322.
  • Angus, Michael (2003) Trigger paper: integration. In: Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape, 2003-12-17 - 2003-12-18, Oxford, UK

Current research themes & PhD topics

Members of the Built Environment Education & Architectural Pedagogy Research Unit are conducting research and exploring teaching learning practices. Topics include:

  • Active, experiential, and inquiry-based learning in lecture-based courses
  • Alternative typologies of architectural and urban pedagogy
  • Approaches to assessing student performance
  • Critical and transformative pedagogy in design teaching practices
  • Design creativity, computer applications, visualisation, and representation
  • Learning in constrained and unconstrained design conditions
  • Live project, design-build, and community-based studios
  • Practice-based research – Research-based practice
  • Research and evidence-based design practices
  • Simulation games and CAD applications in professional practice skills
  • Sustainability and the education of future architects and engineers
  • The place of social and cultural values in design
  • Transdisciplinarity in architectural and urban pedagogy