WIP: Using mind mapping to enhance architecture students’ abilities in managing both practical and lecture-based teaching methods

In architectural education worldwide, students typically engage with two main pedagogical approaches: hands-on studio work and traditional lecture-based learning. This dual approach can lead to a disconnection between the subjects, making it challenging for students to bridge the gap between both methods. To resolve this, educators are exploring different strategies to help students integrate the skills from both pedagogies. This article focuses on the role of Mind Mapping in lecture-based courses, aiming to connect theoretical knowledge with the practical skills learned in studio courses. The study was conducted during Fall 22, Spring 23, and Fall 23, incorporating 4 courses of Construction III (62 junior students), 1 course of Construction I (18 sophomore students), and 4 courses of Sustainability (49 senior students). The researchers assessed students' performance by analyzing the knowledge reflected in their mind maps and its application in exams. Additionally, a survey was conducted to gauge students' views on how Mind Mapping influenced their learning and performance. Finally, the authors reflect on the intervention design and suggest how academia could develop new pedagogical methods to better connect the skills from both pedagogies in architectural education, offering insights for research and practice.