Integrating Appreciative Inquiry (AI) into architectural pedagogy: An assessment experiment of three retrofitted buildings in the city of Glasgow

Abstract

Recently there has been a growing trend to encourage learning outside the classrooms, so-called ‘universities without walls.’ To this end, mechanisms for learning beyond the boundaries of classroom settings can provide enhanced and challenging learning opportunities. This paper introduces Appreciative Inquiry (AI) as a mechanism that integrates various forms of inquiry into learning. AI is operationalized as a Walking Tour assessment project which was introduced as part of the classCultural and Behavioural Factors in Architecture and Urbanismdelivered at the Department of Architecture, University of Strathclyde – Glasgow where thirty-two Master of Architecture studentswereenrolled.TheWalkingTourassessmentinvolvedtheexplorationof 6 factors that delineate key design characteristics in three retrofitted buildings in Glasgow: Theatre Royal, Reid Building, and The Lighthouse. Working in groups, students assessed factors that included context, massing, interface, wayfinding, socio-spatial, and comfort. Findings reveal that students were able to focus on critical issues that go beyond those adopted in traditional teaching practices while accentuating the value of introducing AI and utilizing the built environment as aneducational medium. Conclusions are drawn to emphasize the need for structured learning experiences that enable making judgments about building qualities while effectively interrogating various characteristics.

Key words： Architectural peda-gogy; Appreciative Inquiry (AI); Experiential learning; Inquiry-based learn-ing; Assessment; Glasgow