Evaluation Research as a Mechanism for Critical Inquiry and Knowledge Construction in Architectural and Urban Education


  • Ashraf M. Salama Department of Architecture and Urban Planning, College of Engineering, Qatar University.



Emneord (Nøkkelord):

Architectural and urban education, inquiry-based learning (IBL), evaluation research, experiential learning, active learning


This paper responds to the misconceptions that continue to characterize the delivery of knowledge content in architectural courses. Based on reviewing the literature on pedagogy, the paper explores the value and benefits of introducing evaluation research as a mechanism for critical inquiry and knowledge construction in theory courses in architecture and urbanism. A framework is developed and employed to demonstrate how this type of learning can be incorporated. The development and implementation of a series of in-class and off-campus exercises in two different contexts reveal that structured actions and experiences help students control their learning experience while invigorating their understanding of the knowledge delivered in a typical lecture format. It firmly believed this would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.


Ashraf M. Salama, Department of Architecture and Urban Planning, College of Engineering, Qatar University.

Dr. Ashraf M. Salama is full Professor in architecture and currently the Head of the Department of Architecture and Urban Planning at Qatar University. He is a fellow of the Higher Education Academy-FHEA and the Royal Society of the Arts-FRSA in the United Kingdom. He holds B.Arch, M.Arch, and Ph.D. from the Al Azhar University in Egypt and North Carolina State University, USA (1987, 1991, 1996). He has held permanent, tenured, and visiting positions in Egypt (Misr International University and Al-Azhar University), Italy (University of Naples Federico II), Qatar (Qatar University), Saudi Arabia (King Fahd University of Petroleum and Minerals), and the United Kingdom (Queen’s University Belfast).  With varied experience in academic research, teaching, design and research based consultancy, Dr. Salama bridges theory and design and pedagogy and practice in his professional activities. He was the Director of Consulting at Adam Group Architects in Charlotte, North Carolina (2001-2004).  Professor Salama has written over 100 articles and papers in the international refereed press; authored and co-edited six books: New Trends in Architectural Education: Designing the Design Studio (North Carolina, USA), Human Factors in Environmental Design (Cairo, Egypt), Architectural Education Today (Lausanne, Switzerland), Architecture as Language of Peace (Napoli-Rome, Italy), and Design Studio Pedagogy: Horizons for the Future (Gateshead, United Kingdom). His latest book on Transformative Pedagogy in Architecture and Urbanism (2009) is published by Umbau-Verlag, Solingen, Germany. Professor Salama is the chief editor of Archnet-IJAR; International Journal of Architectural Research, associate editor of Open House International-OHI, editorial board member of Time-Based Architecture International, International Journal of Environmental Research and Public Health-IJERPH, International Journal of Sustainable Built Environment-IJSBE, member of the senior advisory board of LONAARD-London Art and Architecture Research and Design Group, and member of the editorial board of Architects for Peace. Professor Salama serves on the scientific and review boards of several international organizations, including IAPS-the international association of people-environment studies, IAHH-international association of human habitat, cEBs-Center for Environment-Behavior Studies.  In addition to his continuous work on architectural and design pedagogy, his latest research focuses on architecture and urbanism in emerging regional metropolises Middle East.




Hvordan referere

Salama, A. M. (2012). Evaluation Research as a Mechanism for Critical Inquiry and Knowledge Construction in Architectural and Urban Education. FormAkademisk , 5(2). https://doi.org/10.7577/formakademisk.435

Cited by