Developing Adaptive Curriculum for Slum Upgrade Projects: The Fourth Year Undergraduate Program Experience

Abstract

Slum formation is a visible outcome of population growth, rapid urbanization, economic and political policy. Currently, there are approximately one billion slum dwellers, representing approximately thirty percent of the global population. As evident, slums as a critical issue will remain in the upcoming decades. The discipline of architecture should consider the issue of a slum in its curriculum, especially within the design studios. This research attempts to integrate the slum topic within the fourth year undergraduate architecture curriculum and develop a pedagogical framework concerning architectural design projects that focuses on slum topic. The Graduation Research & Preparation (ARC 403) course and Graduation Project (ARC 402) course are modified in order to be responsive to the slum topic. The novelty of the framework can be categorized as follows: the proposed framework is context specific. It is based on an interdisciplinary approach to architecture and ethnography. It utilizes ethnographic tools for collecting data during fieldwork. It values research throughout the design process. A research-based approach prepares young architects for future complex challenges. It requires the young architects to utilize research and build an inventory of collected data, which can guide them during the design process as a reference point. It attempts to increase the awareness of the young architect regarding the discourse on social sustainability. It values social equity, quality of life, and well-being as core indicators of social sustainability and tries to integrate the indicators within the curriculum. The aforementioned indicators can guide young architects to reach strategic decisions to achieve sustainable design solutions.