Teaching Beyond the Curriculum

Abstract

This paper presents the development process of a student-centered, research-informed Post-Occupancy Evaluation (POE) project tailored for first-year graduate students without prior education in architecture. Employing an experiential learning-by-doing approach, the project aimed to maximize student engagement, optimize learning efficiency, enhance understanding of invisible microclimatic properties, and increase awareness of environmental parameters that significantly impact user experience. The case study building was the College of Architecture, specifically focusing on the studio spaces where students spend a significant amount of time. Collaborative teamwork was encouraged alongside individual research agendas. The project comprised five progressive assessment tasks—secondary data collection, user perception and satisfaction, interviews, microclimatic parameter data logging, and spot measurements—designed based on time and resource availability. Through data postprocessing methods, students gained insights into the building’s functional, technical, and environmental performance, utilizing both primary and secondary data. The outcomes of the project extended beyond course requirements, generating multiple results relevant to various stakeholders. The academic community actively participated in surveys and closely followed the project’s development. Dissemination of results took place at the end-of-year show, providing a platform for sharing with the academic community. A formal presentation and summary report were shared with the college’s leadership, and the collected data formed the basis for rigorous analysis and scientific publications. This student-centered POE project engaged students as building assessors and users, promoting critical reflection on their experience within the case study building. Its relevance to building education lies in its ability to actively involve students in the learning process while fostering collaboration among stakeholders.