The landscape of learning and teaching is changing through the recognition of a diversity of learning types, new student generations as well as advances in technology and theory in education. While claims for interdisciplinary research and inquiry-based approaches, as well as integration of new media and technologies are at the heart of current discourses on teaching and learning, most educational activities still take place in a conservative format of the hierarchical teacher–student relationship in rather traditional educational facilities. As an architect and anthropologist, but most of all, as an academic who is devoted to teaching and research, I believe in teaching and learning experiences that are based on theoretical and methodological explorations in different disciplines in order to develop practical, research and critical thinking skills among the students. Students are motivated and engaged when they understand why information is important for them. Through an inquiry-based approach, abstract information becomes tangible and contextualized. In this chapter, I will first discuss common characteristics of our learners, today’s generation of students (the Millennials). Second, I will conceptually locate my approach to teaching among inquiry-based approaches such as Situated Learning, Learner-centered Teaching and Universal Design for Learning, which I see as complementary to each other. Third, I will explain my course design and give an account of two courses as examples for Inquiry-based Learning in action. Although these courses address architecture students, the Inquiry-based Learning and teaching experiences from these courses will inform a larger, more general audience interested in the subject matter.
Many thanks to John Girash and the Bok Center Faculty, who have guided me through designing the syllabus for Interpreting Spaces: An Interdisciplinary Approach. Harvard University 2013, Designing the Course of the Future Workshop.
The author is also grateful for the insightful and generous comments and feedback on this chapter provided by the reviewers.
Furthermore, the author would like to thank NuVu Studio, our studio reviewers and, last but not least, my students for making my teaching experience a very enjoyable one.
Yildirim Tschoepe, A. (2014), "Changing Landscapes of Education: Teaching Architecture through Inquiry-Based Approaches", Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 169-195. https://doi.org/10.1108/S2055-364120140000002033
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