The Teaching of Research and the Research on Teaching: Two Frameworks and Their Overlay in Architectural Education

The teaching-of-research as systematic inquiry can provide a specific home in architecture curricula for 1) nurturing numerous underserved aspects of designerly thinking and 2) complimenting the more freeform intuitive pursuits that usually typify design inquiry. Those benefits are elaborated in this paper via the presentation of the six year development of one such undergraduate course. This paper also examines research-on-teaching in the architecture academy as an equally underserved and increasingly vital activity.