Architecture and built environment design education: disciplinary and pedagogical developments
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Architecture and built environment design education: disciplinary and pedagogical developments Remon Rooij1 · Renate Klaassen2 · Roberto Cavallo1 · Jos A. Arts3 Accepted: 19 June 2019 © The Author(s) 2019
Introduction The Dutch 4TU Centre for Engineering Education (CEE)1 has the mission to inspire, stimulate, support and disseminate effective and high-quality Engineering Education through research and the application of evidence-based innovations. It realises these goals by engineering education research, innovation and inspiration. Since 2 years the 4TU Centre for Engineering Education has joined forces with the departments of architecture and the built environment (A&BE) at the universities of technology in the Netherlands, and particularly at Delft University of Technology. In Delft, the ambition has been set to develop a portfolio for research-on-education innovation. The Delft A&BE faculty has chosen to create a research agenda for engineering education research, in which evidencebased working is becoming a standard practice.2 It aims to support and inspire teachers to innovate, monitor and systematically evaluate and improve their education. The 4TU CEE wholeheartedly supports this endeavour as it highly relates to the CEE mission of capacity building of engineering educators in higher education. Moreover, it integrates the three CEE primary pillars: engineering education research, innovation and dissemination. The A&BE faculty has become an experimental lab for sustainable change in engineering education with possibly long term impact on the quality of the (process of) educational innovation. 1 In order to boost engineering education, the Board of the 4TU.Federation-TU Delft, TU Eindhoven, University Twente, Wageningen University and Research—work together in the Centre for Engineering Education. 4TU.CEE collaborates with (inter)national educational communities such as SEFI and CDIO. 4TU. CEE is funded by the universities themselves and by external sponsoring such as the Ministry of Education and Sciences (OCW, 4TU. Sectorplan Technologie 2014–2015). 2 See https://www.tudelft.nl/en/architecture-and-the-built-environment/research/research-at-bk-bouwkunde/ education-innovation/; accessed 27 March 2019.
* Remon Rooij [email protected] 1
Faculty Architecture and the Built Environment, Delft University of Technology, Julianalaan 134, 2628 BL Delft, The Netherlands
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4TU Centre for Engineering Education, Delft University of Technology, Delft, The Netherlands
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Department of the Built Environment, Eindhoven University of Technology, Eindhoven, The Netherlands
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R. Rooij et al.
A number of experiences from Delft education practice makes the heart of this special issue on Architecture and Built Environment Design Education: Disciplinary and Pedagogical Developments. This introductory chapter explains the context and motivation of this special issue in more detail. It presents in the next section a discussion on the future of engineering education, the field of
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