Necdet Teymur
Faculty of Architecture
Inonu Bulvari
06531 Ankara
Tel: +90-312-210 2201
Fax: +90-312-210 1108
Ashraf M. Salama
SPACE-School of Planning, Architecture, and Civil Engineering
Queen’s University Belfast 
Belfast, BT9 5AG, United Kingdom
Email:  or
Joy K Potthof
Bowling Green State University
305 Johnston Hall
OH 43403 Bowling Green


Latest Activities, Publications, Events, …

January 2009

Design Studio Pedagogy: Horizons for the Future  Ashraf M. Salama and Nicholas Wilkinson (Eds.), Urban International Press, Gateshead, United Kingdom. click here>> for more information


Nikos A. Salingaros, click here>>   Michael J. Crosbie, click here>> Julia W. Robinson, click here>> Halina Dunin Woyseth, click here>>


December 2008

Open Call for Contributions:

Archnet-IJAR: International Journal of Architectural Research,

see previous issues

March 2007 click here>>  July 2007 click here>>  November 2007 click here>>
March 2008 click here>>   July 2008  click here>>  November 2008  click here>>


Available March 2009



Guest Editor:  Ashraf M. Salama, Queen’s University Belfast, United Kingdom

Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students’ motivation and academic performance, and faculty and teachers’ productivity.  The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said a number of decades ago that a good teacher can teach anywhere, a growing body of literature derived from research suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. Therefore, this issue of OHI explores qualities and characteristics of learning environments at different scales and in different contexts, from classroom typologies to campus outdoor spaces. It places emphasis on emerging paradigms in learning environments that involve a number of underlying issues including the academic house clustering, the school as heart of the community, the rising interest in new classroom spaces and forms, the users centered processes, and utilizing the learning environment as an open textbook. Selected papers for inclusion in this issue place emphasis on how these concepts are articulated in specific cases, others cover best process practices of planning and designing learning environments, or explore–through assessment studies–the impact of the physical aspects of the learning environment on academic achievement, students’ behavior and faculty and teachers’ productivity.            

Editorial:  Ashraf M. Salama A Bright Future for Creating Environments Conducive to Learning; Henry Sanoff Research Based Design of an Elementary School; Clare Newton, Sue Wilks, and Dominique Hes Educational Buildings as 3D Text Books: Linking Ecological Sustainability, Pedagogy and Space; Joy Potthoff  Design for Communication:  Post-Occupancy Evaluation of Classroom Spaces; Ashraf M. Salama The Users in Mind: Utilizing Henry Sanoff’s Methods in Investigating Learning Environments;  Iris Aravot Topographies and Shrines: Creating Responsive Learning Environments; Pamela Harwood Charter School Patterns of Innovation: A New Architecture for a New Education; Yasser Mahgoub Social and Cultural Requirements for Future Sustainable Learning Environments: The Case of New Kuwait University Campus; Susan Whitmer  Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses; Ashraf M. Salama Design Intentions and Users Responses: Assessing Outdoor Spaces of Qatar University Campus; Pedro Serrano Rodríguez and Luis Felipe González Böhme Exploring Outdoor Education and Research in Architecture; Burcu Şenyapılı* and Ahmet Fatih Karakaya The Future Setting of the Design Studio; Michael Jenson Towards a “Globalized” Studio Environment: Configuring Reflexive Spatial Agendas


July 2008

Symposium organized jointly by  IAPS Culture and Space and Education Networks: CITIES, CULTURAL DIVERSITY, AND DESIGN PEDAGOGY Enhancing “People-Environments” Paradigm in Education

Hülya Turgut Yıldız, Ashraf M. Salama, and Peter Kellett

20th IAPS Conference: Urban Diversities, Biosphere and well-being Rome, Italy 28th July-1st August 2008

Symposium Outline

Recent years have witnessed dramatic changes in the socio-physical environments of cities suggesting the presence of multiple diversities. This is exemplified by changes in the structure of contemporary societies, the emergence of informal settlements, housing problems, large structure and new building types, and the deterioration of the built heritage, while the complexity of the built environment is continuously increasing. With these changes demands for new types of knowledge and their application in design pedagogy are clearly on the rise.

The theme of this symposium is introduced as recognition of ties that have not been of concern for long to the mainstream design research. Therefore, the symposium addresses ways in which ‘people-environments’ paradigm can be enhanced in design pedagogy where the theme of cities and cultural diversity is explored through different paradigmatic approaches.

In this symposium, eight provocative and diverse papers are presented to shed light on the dialectic relationship between culture, diversity, and pedagogy. These are of  S. Mazumdar on What’s Culture Got To Do With Design Pedagogy; A. Abdel-Hadi and T. Rashed on Influence of Cultural-Environment Diversity on Conceptual Output;  A.M. Salama on Pedagogical Tools for Integrating ‘People-Environments’ Paradigm in Lecture based Courses in Architecture;  H.T. Yildiz, G. İnalhan, and S. Y. Tok on Using Traditional and Historical Cities in Architectural Design Education;  A. S. Deviren on Understanding Place through Design Studio Studies;  J. W. Robinson on Travel Pedagogy for International Study of Housing and Urbanism;  D. K. Shehayeb and N. H. Sherif on Shaping Young Architects’ Minds: Wearing the E-B Glasses; and  A. Eyüce on Learning from Istanbul.

Representing different regions, the papers offer an exposition of philosophies and discourses, cases and experiments, and programs and approaches as voices that call for integrating ‘people-environments’ paradigm into teaching practices in an effective and efficient manner.