ARCHITECTURAL RESEARCH METHODS

"It is not the answer that enlightens but the question."

Architecture 451Tropicalia section Dr. Joseph Bilello, AIA

Definition of Architectural Research*

Architectural research is the search for new knowledge and new ideas about the built environment. Research can be conducted in a variety of sub disciplines, including building technology, environment-behavior studies, history of architecture and computing technology. In each area of architectural research, certain presuppositions and fundamental beliefs guide and determine the appropriate focus and method of inquiry, as well as the significance and merit of each research project. While the parameters of these research approaches vary, there are some common characteristics among them:

Architectural Research definition continued *

Source: the Initiative for Architectural Research AIA, ACSA and ARCC

1. Architectural research efforts are those that have clearly identifiable goals at the outset of the research, where the project is directed to respond to a question 2. In pursuing that question, one follows a credible, systematic method or mode of inquiry, relevant and acceptable to the research paradigm under which one is operating 3. This process results in significant results (and in a thorough, documented manner which reflects a solution or enhances understanding/knowledge within the research domain) It should be noted that design can be a form of research inquiry if it incorporated the three characteristics listed above.

Place of Architectural Research Methods in the Curriculum

Theories of Architecture + Architectural Programming + Architectural Research Methods + Thesis Research, programming, ___ and schematic design _____________

Thesis preparation

Interdependent Emphases of the course syllabi

Environment Behavior

Educational Objectives
Alt 1 This course provides an examination of modes of inquiry used to conduct research in architecture. The modes of inquiry will survey empirical (quantitative and qualitative research), interpretive and critical science orientations. All will be examined conceptually and methodologically according to the following frames of reference: Alternate 2 To increase the student's understanding of the role of research in architecture. To increase the student's abilities to interpret and evaluate research. To increase the student's abilities to conduct architecture research.

Educational Objectives
Alternate 1 continued major assumptions main concern inherent aim view of values focus of investigation theoretic-philosophical orientation kinds of questions addressed methods of validation methodological issues research in use/application Alternate 2 continued To increase the student's abilities to present research results. To increase the student's understanding of data, information, and knowledge.

Educational Goals
understand the place of the person in the research process Understand the architect as consumer and producer of research

Educational Goals

distinguish among competing assumptions in various modes of inquiry (interpreting research)

Educational Goals

critically evaluate research conducted from alternative perspectives according to appropriate criteria

Educational Goals

identify methods of inquiry appropriate for investigations in the different contexts of architecture (develop ability to conduct research)

Educational Goals

differentiate research producer and research consumer points of view

Educational Goals

synthesize from the readings a perspective on research that is consistent with your beliefs and practice regarding your future in design

Educational Goals

differentiate key terms including: values/bias, context, theory, phenomenon, validity, and so forth

Course Methods
Pedagogy includes the following: 1. lectures (as many as possible done as PowerPoint
presentations with graphics representing each of the topics covered. Lectures posted to website) 2. student presentations individual and team-based 3. focused discussion/seminars via Socratic or case method 4. role-playing 5. video clips 6. guest lectures by faculty and others on their research methods and research 7. field trips to research resources 8. E-mail assignment exchange and evaluation between students and professor

Course Methodology
Pedagogy includes the following methods:
1. lecture (as many as possible done as PowerPoint presentations with graphics representing each of the topics covered), 2. student presentation individual and teambased 3. focused discussion/seminar via Socratic or case method, 4. role-playing 5. video clips 6. guest lectures by faculty and others on their research methods and research, 7. field trips to research resources

Evaluation Process:
1. Process grading
A. Attendance All students should attend every class. Three absences are permitted after which one letter grade will be deleted from the students final grade for each additional absence.

Evaluation Process
1. Process grading contd
B. Participate intelligently:
All students must read course text assignments in their entirety and understand them evidenced by active class participation. Active class participation means verbally contributing to the intellectual life and development of the class. (continuous 20-30% of grade). Disruptive actions, sleeping in class, lateness and poor attendance will result in diminution of grades.

Evaluation Process
2. Product grading

Timely submission of well-crafted research workbook containing class notes, assignments, and related materials at the end of the semester (course percent= 30%). Evaluative criterion: is this a clear, well-organized tool for undertaking the research portion of the Thesis

Process grading alternates

Timely submission of a complete research method chapter to a real/hypothetical study of the students choosing in
community/urban design, appropriate technology, housing, historic preservation, health facilities other topic with prior approval of the instructor

Must, include elements of a methodology chapter as described in the course (final=40%). Late work will not be accepted

Topics studied relate to thesis: theory, facility and context

Example of Course Content

Course content
Week Class
Introduction Method overview

Spring 2000
Syllabus and the meaning of research vocabulary of research methods Asking good questions Pre-method Literature review-knowing what is known related to the question know ing w hat's know n Literature review Internet Modes of Inquiry/parts of methods Observation Observation of phenomena--using the senses observation methods measurement and instrumentation observation in design practice observation teams presentation Interview Interview and Survey research survey and interview methods Executing a survey: questions, data Survey collection, and assimilation survey in design process focus groups Qualitative/interpretive methods Case study Case study method Deciding to Build: U. organization and the design of Academic buildings Historical methods Matthew Gallegos Bilello: A History of American Architectural Practice Quantitative methods Experimentation experimental design and execution Wind Engineering Research Center Beltran on lighting research Perl on statistical standard/standard deviation Methods in Architecture and other Design Practices Appropriate Technology Hill on energy in classrooms Attend thesis reviews Architecture and health Mead on sick building syndrome Jones on design for the elderly/disabled

1 meeting# 18-Jan 1 20-Jan 2 2 25-Jan 3 27-Jan 4 3 1-Feb 5 3-Feb 6 4 8-Feb 7 10-Feb 8 5 15-Feb 9 17-Feb 10 6 22-Feb 11 24-Feb 12 7 29-Feb 13 2-Mar 14 8 7-Mar 15 9-Mar 16 9 21-Mar 17 23-Mar 18 10 28-Mar 19 30-Mar 20 11 4-Apr 21 6-Apr 22 12 11-Apr 23 13-Apr 24 13 18-Apr 25 20-Apr 26 14 25-Apr 27 27-Apr 28 2-May

Community/urban/landscape design Driskill on participatory methods Historic Preservation John White on documentation Bilello on preservation technology Thesis students forum Summary and conclusion course evaluation

Asking good questions

It is not the answer that is critical, rather it is the asking of a good question (Ionesco)

Think of and refine a good design research question that can sustain imaginative inquiry for a year or longer

Perform a literature review

1. Find out what is already known about the subject through doing a literature review. 2. After you know what is already known, your question my need to be reformulated so that you have a question in need of an answer, rather than a question that has already been answered

Design a research method

1. Ask good questions: Figure out how to go about getting answers to your question, that is, design a research method for getting the information that could lead to an answer to your question 2. This must be done extremely carefully because there are many potential pitfalls

Understand and articulate values and bias

Understand and undertake Observation

Observation and measurement

We observe the world through all the senses
This diagram is a soundscape spectrogram of an undisturbed habitat in Borneo. A soundscape maps the sounds of a habitat by their pitch and loudness over time. Krauses studies indicate that the soundscape of a given location will remain the same unless the habitat is disturbed by human activities

Effectively Create and Use Surveys, Questionnaires, And Interviews

Strategically Analyze Data: quantitative and qualitative

Understand and undertake Experimentation

The basic modes of experimenting involve
conditions of being interventions
6 different combinations (see text/handout) Right: the tornado canon at the Wind Science and Engineering Research Center at Texas Tech

Consuming and producing Case Studies

Clockwise from upper left: Bucky Fullers proposal for a dome on Manhattan, Nave of Romanesque church, Piazza dItalia in New Orleans (Charles Moore, 1985)

Understanding Historical Research Methods in Architecture

Louis Sullivan (above) and (left) Carson Pirie Scott department store 1899-1904

Visual research methods and Graphic representation of research data

Research Methods in Practice faculty presentations (to help identify thesis advisors)

Faculty research on disaster mitigation and historic preservation

Research on Practice faculty presentations

Example of Samples

Faculty research of practiceits history and current issues

Faculty presentations:
Purposeslearning of design research expertise and finding appropriate thesis advisors