A biographical sketch of William Robert Ware, founder of the architectural schools at Massachusetts Institute of Technology and Columbia, is presented. After a review of Ware's educational background, focus is on Ware's concept of architectural education. A review of Ware's publications and contemporaries follows. (PHR)

Architectural history is seen as one means of readjusting value systems, which can then be used by following generations. A number of creative architects are discussed who have used history in constructive new ways to enrich the content of their buildings and critical writings. (MLW)

A biographical sketch of John Galen Howard, founder of the Department of Architecture at the University of California at Berkeley, is presented. Howard's conservative outlook and idealistic nature are examined and his influence on the curriculum at the university is traced. (PHR)

A biographical sketch of William Wilson Wurster, dean of the Department of Architecture at the University of California at Berkeley, is presented. Tracing Wurster's early education and work, Wurster's belief that architecture was for people is illustrated. His influence on the curriculum, not only at the University of California but elsewhere, is…

Evaluation of the Association of Collegiate Schools of Architecture Environmental Experience Stipends program, including examining grantees' reports containing attitudinal changes and level of satisfaction; and survey results of participants' reactions to the courses. (Author/PG)

The architectural profession is examined in terms of definitions and dimensions of professionalism and then compared with other highly professionalized occupations. Theoretical and empirical indicators are discussed, and problems of defining explicit criteria for "qualified" schools, students, and practitioners are addressed. (LBH)

Discusses architecture and the beginning student by examining the students, the curriculum, the educational institution, the professional institution, and the socio-physical environment. (Author/PG)

The need for a fundamental sense of people in architectural practice and pedagogy is expressed by three architecture professors from the Massachusetts Institute of Technology. The word "client," a historically and socially specific concept with which to discuss the issues of people-oriented architecture, is defined. (MLW)

The establishment of a School of Architecture at the University of Utah is traced. Problems encountered in founding the school are related and the development of a curriculum which reflected both the needs of the area and the individual members of the faculty is discussed. (PHR)

By using the example of a community ecology project, the author examines the value of experience in education. A good educator provides a framework for examining experience that enhances it - allows experience to be assimilated, contrasted, evaluated, and integrated. (Author/PG)

An alternative approach to the study of structures has been introduced at the University of Oregon, and this paper attempts to describe the experiment. The course is a study of the behavior of structure systems and their potential for and influence on architectural space and form. (Author/PG)

An approach to architectural education is presented with two considerations: the overall purpose of the system, and an understanding of the student. A design problem to illustrate this approach is presented. (PG)

The course, entitled Architecture for Non-Architects, was planned as a sequence of experiences, introducing architecture through its component parts and progressing through design problems to a synthesis of these components in a building program. (Author/PG)

The nature of design problems presented to students and the balance of concerns represented are essential elements of curriculum strategy. Education should build, not just transmit, knowledge, organizing information about the built environment, its natural ecologies, acts of inhabitation within it, and the opportunities for thoughtful speculation…

In architectural education the critical educational issue is how to overcome the student's internal struggle between the divergent pulls of "pure" design and applied technology. Examples of two successful approaches--including design in lecture courses and installing computer terminals in studio--are provided. (MLW)