e-FIADE Seminar IV: Thresholds in Architectural Education

e-FIADE organised its 4th multiplier event on August 29th, 2019 at University of Zagreb, Faculty of Architecture. The seminar was part of the EAAE Annual Conference + General Assembly 2019.

Lots of academicians from several universities participated in the EAAE event. The seminar, attached to the EAAE event, was held on August 29th, 13:30.

The participants showed lots of interest in the e-FIADE project which was introduced by the coordinator of the project, Işıl Ruhi-Sipahioğlu. The participants were informed about the process, completed activities, the outputs. They were also informed about the planning of publishing a book which will be derived from the outputs.

Photos from the seminar

After the seminar, there was the opening of the exhibition of the students’ work from the Joint Final Architectural Design Studio. The students’ FADS projects and the studio conduct methods of each partner were displayed at the exhibition. During the exhibition, the flyer informing the project was distributed to the participants. There was also a lot of interest in the exhibition following the seminar.

Photos from the exhibition

Joint Studio: Along the 2018-19 Spring semester, each e-FIADE partner conducted their final studio based on their studio models in their own departments. They recorded their studio process, including jury sessions and student evaluation methodologies, and shared their experience at three transnational project meetings (TPM). Prior the semester start, in the 4th TPM in Lisbon, the partners updated their studio conduct methods based on the discussions on their existing tracks. This output shares alternative paths for final architectural design studios tested and assessed over the e-FIADE joint final architectural design studios organised among the partner schools during the spring semester of 2019.

Each school discusses the pros and cons of their path with respect to the local/regional requirements or sensitiveness, the influences of introducing an interaction field composed of people coming from research and professional fields, the impact of diverse student evaluation methodologies in enhancing student-learning prospects, and influence of diverse design mediums on the design process of students. Each section details alternatives proposed based on the assessment of their own path.