مقالات رزومه نسیم باقری

Today, one of the concerns of the architectural education system is to find a way of learning that can produce efficient and competent graduates. Therefore, according to the nature of the field of architecture, experiential learning as a fundamental model in the skill-oriented architecture education process and its application in the architecture curriculum requires special conditions and contexts, whose identification, analysis and evaluation form the main goals of the present research. The current research is a survey- quantitative research and considered to be applied in terms of its objective. In this research, first, the basic components of the research were collected and categorized, and then evaluated in the form of a questionnaire in order to rank, obtain opinions and check the extent it addresses this issue in the architecture education system. To determine the validity of the research questionnaire, its face and content validity and reliability were examined through Cronbach's alpha coefficient which was calculated to be above 0.7 in all cases. The statistical population of the research was selected from a group of university professors, prominent architectural experts in private and governmental organizations, and undergraduate architecture students in the architecture faculties of Kermanshah and Ahvaz in a purposeful and accessible manner. Based on the findings, lesson-oriented, inclusive-oriented and teacher-oriented components formed the experimental learning platforms of architecture. The results of the evaluation of the current situation show that there is a major gap between the current and the desired situation of providing experiential learning platforms in the architectural education system of Iran, and the arithmetic mean of the data of all components showed an inappropriate level in providing the platforms. Based on the results, it is necessary to review and modify the quality of learning platforms as much as possible based on the experimental approach.

the current research has been conducted with the aim of explaining the competency model of architecture graduates using a qualitative method based on the grounded theory approach, in three stages of open, central and selective coding.The statistical population of this research was made up of 21 university professors and prominent architectural experts in the private and government sectors by purposeful and snowball sampling.  According to the findings, the number of 130 conceptual codes and 40 sub-categories in the form of 6 main categories in the paradigm model including the cultivation of capable and competent architects as the central category, causal conditions (design and idea generation skills, specialized knowledge and awareness, research, coaching and development of others, Administrative skills, entrepreneurial skills, communication-social skills, business and leadership skills, mental ability, architectural professional ethics and personal skills), contextual factors (resources and facilities, motivational models and academic training), intervening conditions (process and type of training, interactions and communication patterns, structural facilities and equipment, legal and support infrastructure), strategies (model education and learning, creating wide communication networks, culture building and social needs assessment), consequences (professional response, educational response, individual response) have been placed. The dimensions, components and indicators calculated from the current research can be used as a framework to make changes in the educational programs of architects and guide the architectural education system in order to improve the professional capabilities of architecture graduates. It can also be used as a reliable framework for evaluating and recruiting architects in the professional world.