Bates, A. (1995). Technology, open learning and distance education. London: Routledge.
(Cited in Finding common ground, Barriers imagined and real ¶ 13)

Bates, A. (2000). Managing technological change: Strategies for college and university leaders. San Franciso: Jossey-Bass.
(Cited in Making the leap: Finding common ground, Barriers imagined and real ¶ 13)

Beamish, A. (2002). Strategies for international design studios: Using information technologies for collaborative learning and design. http://archnet.org/library/pubdownloader/pdf/8539/doc/DPC1215.pdf In Salama, A., O'Reilly, W., & Noschis, K. (Eds.), Architectural education today: Cross-cultural perspectives. Lausanne: Comportements. http://archnet.org/library/pubdownloader/pdf/8521/doc/DPC1197.pdf
(Cited in Architectural education, The pedagogy of the design studio, ¶ 1)

Beamish describes ArchNet, an open-membership, web-based community hosted by the Massachusetts Institute of Technology for architects and those in related disciplines that has a special focus on the Islamic world. This is not simply a web site but an interactive learning community which provides personal and group workspaces and resources for sharing and building information. This vehicle has been used for several collaborative design studio projects with schools in Bosnia, India, Japan, Lebanon, Turkey, and the U.S. Beamish describes qualities of students, faculty, and management that can lead to successful outcomes. ArchNet is an example of a "learning organization" demonstrating that web-based resources can extend education outside the classroom and formal programs of study, and develop a life of their own.

Boyer, E., & Mitgang, L. (1996). Building community: A new future for architecture education and practice. Princeton: The Carnegie Foundation for the Advancement of Teaching.
(Cited in Architectural education, Seeking new directions ¶ 1 ff., ¶ 6)

This independent study of architectural education and practice studied the then 103 (now 113) accredited professional architectural degree programs in the US, which produce approximately 5,000 graduates each year. It provides a brief history of architectural education since the first schools were established following the Civil War. It focuses on the central feature of architectural education, the design studio, which is both a place-"where students spend as much as 90 percent of their time and energy"-and a learning process, tracing its roots from European institutions. Among the report's recommendations are that design studios do more to capitalize on their potential to integrate architectural studies (such as history, theory and technical courses), to promote collaborative design work, rather than an image of the architect as the "solitary genius," and to become more connected with the profession, the community, and the world at large.
This report has prompted changes in architectural accrediting and curricula, some of which are being achieved in the emergence of "virtual design studios" which allow students at widely-separated schools across the world to engage in collaborative design projects.

Cuff, D. (1991). Architecture: The story of practice. Cambridge, Mass: MIT Press.
(Photos used in Architectural education, Formal architectural education, following ¶ 8)
(Cited in Architectural education, The nature of the design studio ¶ 2, ¶ 6)

Doherty, P. (2000). Cyberplaces: The Internet guide for architects, engineers, contractors & facility managers. (2nd Ed.). Kingston, Mass.: R.S. Means Company.
(Cited in Technology, Computer literacy among students ¶ 2)

Fletcher, B. (1954). A history of architecture on the comparative method. 16th ed. New York: Charles Scribner's Sons.
(Cited in Architectural education, Early architectural education ¶ 1; Architectural education, Formal architectural education ¶ 7)

Holmberg, B. (1989). Theory and practice of distance education. London and New York: Routledge.
(Cited in Distance education, Theory ¶ 1 ff.)

Holmberg, B. (2001). Distance education in essence: an overview of theory and practice in the early twenty-first century. Oldenberg, Germany: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität
(Cited in Distance education, Theory ¶ 1 ff.)

Janson, H. (1962). History of Art. Englewood Cliffs, N.J.: Prentice-Hall.
(Cited in Architectural education, Early architectural education ¶ 1)

Jeanneret, C. (Le Corbusier) (1931, reprint 1986). Towards a new architecture. New York: Dover Publications.
(Cited in Architectural education, Formal architectural education ¶ 98)

Kalay, Y. (2004a). Architecture's new media. Cambridge, Mass: MIT Press.
(Cited in Technology, Computer literacy among students ¶ 11, Technology, Digital design studios ¶ 11)

Keegan, D. (1986). The Foundations of Distance Education. 3rd Ed. London: Croom Helm.
(Cited in Distance education, Theory ¶ 2)

Koti, V. (1997). Hypermedia in architectural education: The World Wide Web as a learning tool. Unpublished master's thesis, University of Washington, Seattle. Retrieved September 27, 2004 from http://online.caup.washington.edu/faculty/brj/ArchiMedia/Thesis.Koti.pdf
USE THIS CITE

Mayer, R. (2001). Multimedia Learning. Cambridge, UK: Cambridge University Press.
(Cited in Pedagogy, Learning styles ¶ 39)

Mitchell, W., & McCullough, M. (1995). Digital Design Media (2nd ed.). New York: Van Nostrand Reinhold.
(Cited in Technology, Computer literacy among students ¶ 1)

Mitchell, then Dean of the School of Architecture and Planning at the Massachusetts Institute of Technology and visionary of ubiquitous computing, reviews the many different types of electronic media that have potential uses in the design process, including technologies for computation and analysis, 2D and 3D graphics, simulation, animation, modeling, manufacturing, and communication. He concludes with a description of the "virtual design studio" and its potential in the then-emerging World Wide Web. Under Mitchell, MIT pioneered the concept of the virtual design studio and has demonstrated its ability to address many of the recommendations of the Boyer report (Boyer & Mitgang, 1996).

Moore, M. & Kearsley, G. (1996) Distance education: A systems view. San Francisco: Jossey-Bass
(Cited in Distance education, Theory ¶ 2 ff.)

Peters, O. (2002). Distance education in transition: New trends and challenges. Oldenberg, Germany: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität
(Cited in Distance education, Theory ¶ 1 ff.)

Plato (370 BCE). Dialogues: The Phaedrus, Part 4. http://www.units.muohio.edu/technologyandhumanities/plato.htm.
(Cited in Architectural education, Early architectural education ¶ 2)

Pollio, M. (Vitruvius)(20 B.C.) The ten books on architecture (Morgan, M., ed.) Retrieved October 2, 2004 from the Tufts University Perseus Digital Library website: http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus:text:1999.02.0073
(Cited in Architectural education, Early architectural education ¶ 4 ff.)

Reigeluth, C. (1999). Instructional-design theories and models, Vol.II: A new paradigm of instructional theory. Mahwah, New Jersey: Lawrence Erlbaum Asociates.
DON'T USE THIS CITE

Rose, J. (1996). A history of the fair. In The World's Columbian Exhibition: Idea, experience, aftermath. Master of Arts in English Thesis, University of Virginia. Retrieved November 5, 2004 from http://xroads.virginia.edu/~MA96/WCE/history.html.
(Cited in Architectural education, Formal architectural education ¶ 6)
DON'T USE THIS CITE

Salama, A., O'Reilly, W., & Noschis, K. (Eds.) (2002). Architectural education today: Cross-cultural perspectives. Lausanne: Comportements. Retrieved October, 2004 from http://archnet.org/library/pubdownloader/pdf/8521/doc/DPC1197.pdf
USE THIS CITE for differing studio teaching styles

Salama, A. (1995). New trends in architectural education: Designing the design studio. Raleigh, N. Carolina: Tailored Text. Retrieved October, 2004 from http://archnet.org/library/documents/one-document.tcl?document_id=6330
DON'T USE THIS CITE

Schön, D. (1985). The design studio. London: RIBA Publications.
(Cited in Architectural education, The nature of the design studio ¶ 6)

Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
(Cited in Architectural education, The nature of the design studio ¶ 6, The pedagogy of the design studio, ¶ 2 ff)

Stevens, G. (1998). The favored circle. Cambridge, Mass.: MIT Press.
(Cited in Architectural education, Formal architectural education ¶ 3)

Verduin, J., and Clark, T. (1991). Distance education: The foundations of effective practice. San Francisco: Jossey-Bass.
(Cited in Distance education, Theory ¶ 1 ff.)

Wankat, P., & Oreovicz, F. (n.d.). Teaching engineering. Lafayette, Indiana: Purdue University. Electronic version https://engineering.purdue.edu/ChE/News_and_Events/Publications/teaching_engineering/index.html.
(Cited in Pedagogy, Learning theories ¶ 15; Pedagogy, Learning styles ¶ 8)

Wolfe, T. (1981). From Bauhaus to our house. New York: Farrar Strauss Giroux.
(Cited in Architectural education, Formal architectural education ¶ 8)

Yee, S. (2001). Building communities for design education: Using telecommunication technology for remote collaborative learning. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge, Mass. Retrieved September 27, 2004 from http://architecture.mit.edu/~syee/thesis/.
(Cited in Pedagogy, Learning theories ¶ 11; Technology, The Internet and virtual design studios ¶ 7 )

Yee's doctoral dissertation describes the origins of the design studio in architectural education, reviews its strengths and weaknesses as an educational process and a social milieu, and describes in detail ten virtual design studios that MIT led between 1993 and 2000, involving computer-mediated collaboration with students, faculty, researchers and design professionals in Canada, Hong Kong, Japan, Portugal and other countries. She then describes the technical and social characteristics and processes of the virtual design studio. Yee demonstrates that learning communities involving complex relationships and differing languages and cultures can be forged using emerging technologies. At the same time, it is clear that design education is a highly interactive process that depends on a high degree of personal, face to face contact among students and teachers. "Pure" distance education, in which the student is physically removed from other students and mentors, is not given any consideration.

Baynton, M. (1992). Dimensions of control in distance education: A factor analysis. The American Journal of Distance Education 6(2), 17-31.
(Cited in Distance education, Theory ¶ 41 ff.)

Bernard, R. et al. (1992). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research 74(3), 379-439.
(Cited in Distance education, Theory ¶ 12)

Carl, D. (1989). A response to Greville Rumble's "On defining distance education." The American Journal of Distance Education, 3(3).
(Cited in Distance education, Theory ¶ 2)

Garrison, R. (1993). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education 14(2), 199-211.
(Cited in Pedagogy, Learning theories ¶ 12)

Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distance Learning 1(1). Retrieved October 10, 2002 from http://www.irrodl.org/content/v1.1/randy.pdf.
(Cited in Distance education, Theory ¶ 14 ff.)

Garrison, R., & Baynton, M. (1987). Beyond independence in distance education: The concept of control. The American Journal of Distance Education 1(3), 3-15.
(Cited in Distance education, Theory ¶ 41 ff.)

Garrison, R., & Shale, D. (1987). Mapping the boundaries of distance education: Problems in defining the field. The American Journal of Distance Education, 1(1)
(Cited in Distance education, Theory ¶ 2)

Gross, M., Do, E., & Johnson, B. (2000). Beyond the low-hanging fruit: Information technology in architectural design, past, present, and future. ACSA Technolopgy Conference 2000, Cambridge, MA. Retrieved October 25, 2005 from the University of Washington College of Architecture and Urban Planning Design Machine Group web page: http://depts.Washington.edu/dmgftp/publications/pdfs/acsa00-mdg.pdf.
USE THIS CITE

Hillman, D., Willis, D., & Gunawardena, C. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education 8(2), 30-42.
(Cited in Distance education, Theory ¶ 23)

Hirschberg, U., et al. (1999). The 24 hour design cycle: An experiment in design collaboration over the Internet. Presented at CAADRIA '99, Shanghai, China, May 5-7, 1999. Retrieved October 25, 2004 from http://faculty.washington.edu/brj/Publications/caadria99.PDF.
(Cited in Technology, The Internet and virtual design studios ¶ 6 )

Holmberg, B. (1983). Guided didactic conversation in distance education. in D. Sewart, D. Keegan, and B. Holmberg (Eds.) Distance education: International perspectives. (pp. 114-122) London: Croom Helm. Retrieved October 10, 2002 from http://www.uni-oldenburg.de/zef/cde/support/readings/holm83.pdf.
(Cited in Distance education, Theory ¶ 1 ff.)

Holmberg, B. (1986). A discipline of distance education. Journal of Distance Education, 1(1).
(Cited in Distance education, Theory ¶ 1 ff.)

Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning June 1995. Retrieved October 9, 2002 from http://www.fernuni-hagen.de/ZIFF/Holmberg.htm
(Cited in Distance education, Theory ¶ 1 ff.)

Jonassen, D. (1994). Technology as cognitive tools: Learners as designers. ITForum Paper #1. Retrieved October, 2002 from the University of Georgia College of Education Instructional Technology Forum Website: http://it.coe.uga.edu/itforum/paper1/paper1.html.
(Cited in Pedagogy, Learning theories ¶ 12)

Jonassen, D., Davison, M., Collins, M., et al. (1995). Constructivism and computer mediated communication in distance education. The American Journal of Distance Education, 9(2):7-26. Copy accessible at http://www.uni-oldenburg.de/zef/cde/media/readings/jonassen95.pdf.
(Cited in Pedagogy, Learning theories ¶ 12)

Kalay, Y. (2004b). Virtual learning environments. Electronic Journal of Information Technology in Construction 9:195-207. Electronic version: http://www.itcon.org/cgi-bin/papers/Show?2004_13.
(Cited in Technology, Digital design studios ¶ 12)

Keegan, D. (1988). Problems in defining the field of distance education. The American Journal of Distance Education, 2(2)
(Cited in Distance education, Theory ¶ 2)

Keegan, D. (1993). Reintegration of the teaching acts. In Keegan, D. (ed.), (1993). Theoretical principles of distance education (pp. 113-134). London and New York: Routledge.
(Cited in Distance education, Theory ¶ 2)

Moore, M. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76-88. Retrieved October 3, 2002 from www.ajde.com/Documents/learner_autonomy.pdf
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44(12), 661-679. Retrieved October 3, 2002 from www.ajde.com/Documents/theory.pdf
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1980) Independent study. Chapter 2 in Boyd, R., & Apps, J. (Eds.), Refining the discipline of adult education (pp. 16-31). San Francisco: Jossey-Bass. Retrieved October 3, 2002 from www.ajde.com/Documents/independent_study.pdf
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1986). Self-directed learning and distance education. Journal of Distance Education, 1(1) Retrieved October 8, 2002 from http://cade.athabascau.ca/vol1.1/moore.html
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1989). Three types of interaction. American Journal of Distance Education 3(2), 1-6.
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1991). Distance Education Theory. The American Journal of Distance Education, 5(3)
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1993). Theory of transactional distance. In Keegan, D. (ed.), (1993). Theoretical principles of distance education (pp. 22-28). London and New York: Routledge. Retrieved October 6, 2002 from http://www.uni-oldenberg.de/zef/ede/support/readings/moore93.pdf
(Cited in Distance education, Theory ¶ 1 ff.)

Moore, M. (1994). Autonomy and interdependence. American Journal of Distance Education 8(2), 1-4.
(Cited in Distance education, Theory ¶ 1 ff.)

Muse, H. (2003). The Web-based commnuity college student: An examination of factors that lead to success and risk. Internet and Higher Education 6, p. 241-261.
(Cited in Distance education, Theory ¶ 12)

Peters, O. (1989). Further reflections on the concept of industrialization and distance teaching. In Keegan, D. (Ed.), Otto Peters on distance education: The industrialization of teaching and learning (pp. 195-209). London and New York: Routledge.
(Cited in Distance education, Theory ¶ 1 ff.)

Peters, O. (1993). Distance education in a postindustrial society. In Keegan, D. (Ed.), Theoretical principles of distance education (pp. 39-58). London and New York: Routledge.
(Cited in Distance education, Theory ¶ 1 ff.)

Peters, O. (1997). Industrialized teaching and learning. Retrieved October 2, 2002 from http://www.uni-oldenburg.de/zef/cde/econ/readings/peters97.htm .
(Cited in Distance education, Theory ¶ 1 ff.)

Randall, V. (1995). The Myers-Briggs Type Indicator, first year law students and performance. 26 Cumberland Law Review, 63-101 Retrieved November, 2004 from http://academic.udayton.edu/legaled/online/study/mbti00j.htm.
(Cited in Pedagogy, Learning styles ¶ 18)

Rumble, G. (1989). On defining distance education. The American Journal of Distance Education, 3(2).
(Cited in Distance education, Theory ¶ 2)

Saba, F. (1988). Integrated telecommunications systems and instructional transaction. The American Journal of Distance Education, 2(3)
(Cited in Distance education, Theory ¶ 44)

Saba, F., and Shearer, R. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 8(1)
(Cited in Distance education, Theory ¶ 44)

Schnabel, M., & Kvan, T. (2002a). Design, Communication & Collaboration in Immersive Virtual Environments. International Journal of Design Computing, Vol. 4. Electronic version: http://www.arch.usyd.edu.au/kcdc/journal/vol4/schnabel/.

Shale, D. (1988). Toward a reconceptualization of distance education. The American Journal of Distance Education, 2(3)
(Cited in Distance education, Theory ¶ 2)

Stice, J. Using Kolb's Learning Cycle To Improve Student Learning. Engineering Education 77: 291-296
(Cited in Pedagogy, Learning styles ¶ 39)

Sutliff, R., & Baldwin, V. (2001). Learning styles: Teaching technology subjects can be more effective. The Journal of Technology Studies 27(1), 22-27. Electronic version: http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2001/sutliff.html.
(Cited in Pedagogy, Learning styles ¶ 9)

Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications 6(4), 339-362. Retrieved November, 2004 from the Western Illinois University Center for the Application of Information Technologies Website: ttp://www.cait.org/vrasidas/continuum.pdf.
(Cited in Pedagogy, Learning theories ¶ 6, ¶ 12)

Watson, S. (2003). Implementing learning styles into the design classroom. Journal of design communication 2003, Issue 5. Electronic version. Retrieved September 27, 2004 from http://scholar.lib.vt.edu/ejournals/JDC/Spring-2003/learningstyles.html.
USE THIS CITE

Anderson, L., Esser, J., & Interrante, V. (2003). A virtual environment for conceptual design in architecture. Proceedings of the workshop on virtual environments 2003, 57-63. New York: ACM Press. Retrieved September 28, 2004 from the ACM Digital Library database: http://portal.acm.org.
USE THIS CITE?

Bermudez, J. (1999). The future in architectural education. 87th Annual ACSA Meeting Proceedings, 321-325. Retrieved September 24, 2004 from http://www.arch.utah.edu/people/faculty/julio/future.pdf
(Cited in Technology, The Internet and virtual design studios ¶ 7 )

Broadfoot, O., & Bennett, R. (2003). Design studios: Online? Comparing traditional face-to-face design studio education with modern internet-based design studios. Proceedings of the AUC Academic and Developers Conference 2003, University of Adelaide, September 28-October 1, 2003. Apple University Consortium. Retrieved September, 2004 from http://auc.uow.edu.au/conf/conf03/papers/AUC_DV2003_Broadfoot.pdf .
USE THIS CITE

The authors review the pedagogical basis of the design studio, as described in the extensive writings on the subject by MIT professor Donald Schn, which includes "learning by doing," "reflection in action," and "knowing in action." They describe a number of virtual design studios conducted around the world, from which they derive four conditions for effective design studio education: learning by doing, one-to-one dialogue, collaboration among team members, and a focus on the process rather than the outcome. The authors point out that just as the traditional design studio is a unique form of educational delivery, the online design studio will differ from other forms of distance education.

Carrara, G, & Zorgno, A. (n.d.). Virtual studio of design and technology on Internet: Educator's approach. Proceedings of the 15th ECAADE Conference, Vienna, September 19-20, 1997. Retrieved September 27, 2004 fromhttp://info.tuwien.ac.at/ecaade/proc/lvi_i&ii/zorgno.html.
USE THIS CITE?

Cheng, N. (1995). By all means: Multiple media in design education. In Colajanni, B., & Pelletteri, G. (eds.). Proceedings of the 13th Conference on Education in Computer Aided Architectural Design in Europe (ECAADE), University of Palermo, Italy, 1995. Retrieved September 27, 2004 from http://darkwing.uoregon.edu/~design/nywc/pdf/ecaade-emedia-cheng.pdf.
USE THIS CITE

Cheng, N. (1997). Networks, architecture and architectural education. In Abrams, J., McFadden, J., & Subramanian, S. (eds.). Negotiating architectural education, Symposium at University of Minnesota, February, 1997. Retrieved September 27, 2004 from http://darkwing.uoregon.edu/~design/nywc/pdf/mn-net-cheng.pdf.
DO NOT USE THIS CITE

Cheng, N. (1998). Digital identity in the virtual design studio. In Barton, C. (ed.). Proceedings of the 86th ACSA Annual Meeting, Cleveland, Ohio, March 14-17, 1998. Retrieved September 27, 2004 from http://darkwing.uoregon.edu/~design/nywc/pdf/acsa98-digid-cheng.pdf.
DO NOT USE THIS CITE

Cheng, N. (2001). Evolution of digital design teaching: A course as microcosm for educational issues. ACSA National Conference 2001, Baltimore, Maryland. Retrieved September 28, 2004 from http://darkwing.uoregon.edu/~design/nywc/pdf/ACSA-ACADIA.pdf.
USE THIS CITE

Cheng describes the methodology for teaching digital design technologies and computer literacy to architecture students, including the content, the approaches to teaching and the use of supplemental web-based resources accessed through the Blackboard learning management system. This is one of the few articles in the literature that discuss web-enhanced teaching of a course other than a design studio.

Dannettel, M., & Bertin, V. (1998). Integrating electronic media into the architecture studio. Proceedings of CAADRIA98, The Third Conference on Computer Aided Architectural Design Research in Asia, April 22-24 1998, Osaka, Japan. Retrieved September, 2004 from http://caadria98.env.eng.osaka-u.ac.jp/pdf/31danne.pdf.
USE THIS CITE

Durling, D., Cross, N., & Johnson, J. (1996). Personality and learning preferences of students in design and design-related disciplines. Paper presented at online International Conference on Design and Technology Educational Research and Curriculum Development (IDATER96), Design Education Research Group, Loughborough University, Leicestershire, UK. Retrieved November 16, 2004 from http://www.lboro.ac.uk/idater/downloads96/durling96.pdf.
(Cited in Pedagogy, Learning styles ¶ 17)

Garner, S. (2002). Is sketching still relevant in virtual design studios? Proceedings of Design Computing on the Net '00. Sydney: International Journal of Design Computing. Retrieved September 25, 2004 from http://www.arch.usyd.edu.au/kcdc/journal/vol3/dcnet/garner.
USE THIS CITE

Gross, M., Do, E., & Johnson, B. (2000). Beyond the low-hanging fruit: Information technology in architectural design, past, present, and future. ACSA Technology Conference 2000, Cambridge, MA. Retrieved October 25, 2005 from the University of Washington College of Architecture and Urban Planning Design Machine Group web page: http://depts.Washington.edu/dmgftp/publications/pdfs/acsa00-mdg.pdf.
USE THIS CITE

Jeng, H. & Shih, S. (2002). From 'learning by doing' to knowledge management in design education. National Taiwan University of Science and Technology. Retrieved September, 2004 from http://www.tve.ntut.edu.tw:8080/2001seminar/papers/%E9%84%AD.PDF.
DO NOT USE THIS CITE

Johnson, B. (2000). Sustaining studio culture: How well do Internet tools meet the needs of a virtual design studio? Originally published in eCAADe 2000 Promise and Reality, proceedings of the 18th Annual ECAADE Conference, June 22-24, 2000. Retrieved October 25, 2005 from the University of Washington College of Architecture and Urban Planning Design Machine Group web page: http://depts.Washington.edu/dmgftp/publications/pdfs/ecaade00-brj.pdf.
USE THIS CITE

Jung, T., Do, E., & Gross, D. (2002). Annotating and sketching on 3D web models. Retrieved October 25, 2005 from the University of Washington College of Architecture and Urban Planning Design Machine Group web page: http://depts.Washington.edu/dmgftp/publications/pdfs/iui02_jung.pdf.
USE THIS CITE

Levine, S., & Wake, W. (2000). Education of artists. Hybrid teaching: Design studios in virtual space. National Conference on Liberal Arts and the Education of Artists, School of Visual Arts, New York 20 October 2000. Retrieved September 27, 2004 from http://research.the-bac.edu/sva/.
DO NOT USE THIS CITE

Radojevic, M. (2002). Potentials of electronic discussions in architectural education; The case study. Electronic UIA EDUV 2003 Conference, Alexandria. Retrieved September 24, 2004 from http://archnet.org/groups/ECC-02/html/Publications/Potentials%20of%20Electronic%20Discussions.htm.
USE THIS CITE ADD LINK

Schnabel, M. (2002b). Collaborative studio in a virtual environment. Proceedings of the International Conference on Computers in Education, ICCE 2002, 337-341. IEEE Computer Society. Abstract: http://csdl.computer.org/comp/proceedings/icce/2002/1509/00/15090337abs.htm
USE THIS CITE?

Schnabel, M., et al. (2001). The first virtual design studio. Proceedings of the 19th ECAADE Conference, 394-400. August 29-31, 2001, Helsinki, Finland. Retrieved September 25, 2004 from http://infar.architektur.uni-weimar.de/infar/deu/forschung/public/downloads/ecaade_2001_veds_final.pdf; retrieved September 27, 2004 from http://www.hut.fi/events/ecaade/E2001presentations/14_06_schnabel.pdf.
DO NOT USE THIS CITE

Swann, C., et al. (1997). Redesigning learning environments for design postgraduates. What works and why: Reflections on learning with technology. Proceedings from the 1997 ASCILITE conference, December 7-10, 1997, Perth, Western Australia. Retrieved September 14, 2004 from http://www.ascilite.org.au/conferences/perth97/papers/Swann/Swann.html

Vasquez de Velasco, G. (1999). From international reciprocal education to multinational reciprocal education. Educational technology & society 2(3). Retrieved September 27, 2004 from http://ifets.massey.ac.nz/periodical/vol_3_99/velasco.html .
(Cited in Technology, The Internet and virtual design studios ¶ 7 )

Campbell, D., & Wells, M. (1994). A critique of virtual reality in the architectural design process. Retrieved October 13, 2004 from The University of Washington Human Interface Technology Laboratory website: http://www.hitl.washington.edu/projects/architecture/R94-3.html.
DO NOT USE THIS CITE

Carpo, M. (2002). The primacy of the word: Vitruvius and the mystery of his missing images. Class notes on second lecture in Advanced Study of Renaissance Architecture course. Retrieved October 26, 2004 from http://web.mit.edu/4.638/www/second.html.
(Cited in Architectural education, Early architectural education ¶ 10)

Falt, J. (2004). Statistics based on the new Form M of the MBTI. Retrived October 30, 2004 from http://www.trytel.com/~jfalt/Tables/stats.html.
(Cited in Pedagogy, Learning styles ¶ 13)

Felder, R. (1996). Matters of style. ASEE Prism 6(4), p. 18-23. Retrieved October 27, 2004 from http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm.
(Cited in Pedagogy, Learning styles ¶ 1 ff.)

Felder, R., & Brent, R. (2003). Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education 92(1), p. 7-25. Retrieved October 27, 2004 from http://www.ncsu.edu/felder-public/Papers/ABET_Paper_(JEE).pdf
DO NOT USE THIS CITE

Felder, R., & Brent, R. (2004). The ABCs of engineering education: ABET, Bloom's taxonomy, Cooperative learning, and so on. 2004 Annual ASEE conference proceedings. ASEE, June 2004. Retrieved October 27, 2004 from http://www.ncsu.edu/felder_public/Papers/ASEE04(ABCs).pdf
(Cited in Pedagogy, Learning theories ¶ 7, ¶ 10; Pedagogy, Learning styles ¶ 1)

Felder, R., Felder, G., & Dietz, E. (2002). The effects of personality type on engineering student performance and attitudes. Journal of Engineering Education, 91(1), 3-17. Retrieved September 22, 2002 from http://www.ncsu.edu/felder-public/Papers/longmbti.pdf
(Cited in Pedagogy, Learning styles ¶ 17)

Felder, R., & Silverman, L. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681. Retrieved September 22, 2002 from http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf
(Cited in Pedagogy, Learning styles ¶ 19 ff.)

Fisher, T. (2004). The past and future of studio culture. Presentation to the AIAS Studio Culture Summit, October, 2004, Minneapolis, Minn. Retrieved November 5, 2004 from http:www/archvoices.org, Issue Archive 10.15.04.
(Cited in Architectural education, Formal architectural education ¶ 2, ¶ 12)

Gardner, H. (2003). Multiple Intelligences after Twenty Years. Invited Address, American Educational Research Association, April, 2003. Retrieved from the Harvard University Project Zero Website: http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf.
(Cited in Pedagogy, Learning styles ¶ 35 ff.)

Grasha, A. (1996) Teaching with style: The integration of teaching and learning styles in the classroom. Retreieved Novemeber 26, 2004 from the University of Maryland Center for Teaching Excellence Website: http://www.cte.umd.edu/library/podresourcepackets/definingteaching/style.html.
(Cited in Pedagogy, Learning styles ¶ 30 ff.)

Greenberg, D. (1984). The coming breakthrough of computers as a design tool. Architectural Record, September 1984, 150-159.
(Cited in Technology, Digital design studios ¶ 1 ff.)

Harb, J. (n.d.). Teaching through the cycle. Monograph, Chemical Engineering Department, Brigham Young University. Retrieved October 27, 2004 from links at http://www.et.byu.edu/~jharb/enged.html.
(Cited in Pedagogy, Learning theories ¶ 7; ¶ Pedagogy, Learning styles ¶ 7 ff.)

Herrmann, N. (1988). Measurement of brain dominance. Version of paper presented to International Congress on Cerebral Dominances, Munich, 1988. Retrieved November, 2004 from http://www.cambourne10.com/measure_of_brain_dominance.pdf.
(Cited in Pedagogy, Learning styles ¶ 4)

Kvan, T. (n.d.). Pedagogy and the virtual studio. Retrieved September 25, 2004 from the Hong Kong University Department of Architecture Web site: http://www.arch.hku.hk/~tkvan/pedagogy_and_the_virtual_studio_caut.pdf.

(Cited in Architectural education, Formal architectural education ¶ 3, ¶ 9; The nature of the design studio ¶ 1; The pedagogy of the design studio ¶ 6; Technology, Digital design studios ¶ 11)
This presentation, characterized as "an idiosyncratic journey through my experiences and the technology of the phenomenon known as virtual studio teaching," Dean Kvan describes the University of Hong Kong's involvement in virtual design studios since their inception in 1993. Kvan compares typical design studio practice (Schn's "learning in action"), with another well-researched construct, "problem-based learning." He notes that the stages of abstraction and reflection-together, "deliberation"-are generally omitted in the studio process, which normally culminates with a "jury" that assesses a final design product. Kvan argues that a virtual studio is "not simply a cyber-variant of a traditional teaching environment" but, by allowing participants to review and revisit their progress, offers the opportunity to redesign the process and build in a deliberative component.

Lackney, J. (1999). A history of the studio-based learning model. Retrieved November 5, 2004 from the School Design Research Studio at the University of Wisconsin School of Engineering website: http://schoolstudio.engr.wisc.edu/studiobasedlearning.html.
(Cited in Architectural education, Formal architectural education ¶ 5, ¶ 12; The nature of the design studio ¶ 2)

Milliner, L. (2003). Architectural education; Studio culture. Keynote presentation, CEBE Concrete Centre Conference, December 2003. Retrieved November 5, 2004 from the Royal Institute of British Architects website: http://www.riba.org/fileLibrary/pdf/Studio_Culture_-_LM_Presentation.pdf.
(Cited in Architectural education, Formal architectural education ¶ 12; The nature of the design studio ¶ 1)

Mitchell, W. (2000). The design studio of the future. PowerPoint presentation at Kumamoto University, November 15, 2000. Retrieved September 27, 2004 from http://web.media.mit.edu/~wjm/DSOF.htm.
(Photo used following Technology, Digital design studios ¶ 4)
USE THIS CITE

Monaghan, P. (2001). The "insane little bubble of nonreality" that is life for architecture students. Chronicle of Higher Education, June 29, 2001. Electronic edition: http://chronicle.com.
(Cited in Architectural education, The nature of the design studio ¶ 1)

Montgomery, S. & Groat, L. (1998). Student learning styles and their implications for teaching. Occasional Paper, University of Michigan Center for Research on Learning and Teaching. Retrieved October 27, 2004 from http://www.crlt.umich.edu/publinks/CRLT_no10.pdf
(Cited in Pedagogy, Learning styles ¶ 1, ¶ 32)

Ouellette, R. (2000). Learning styles in adult education. Paper and slide presentation. http://polaris.umuc.edu/rouellet/learnstyle/learnstyle.htm.
(Cited in Pedagogy, Learning styles ¶ 3)

Thalheimer, W. (n.d.). Bogus research uncovered. Retrieved February 12, 2003 from http://www.work-learning.com/chigraph.htm.
(Cited in Pedagogy, Learning styles ¶ 39)

Wilson, F. (1992). Vitruvius revisited. Blueprints 10(3) Retrieved October 26, 2004 from the National Building Museum website: http://www.nbm.org/blueprints/90s/summer92/contents/contents.htm.
(Cited in Architectural education, Early architectural education ¶ 3)

Jankowski, G. (2003). Communicating with eDrawings. Cadalyst, June 2003 (online edition). Retrieved October 27, 2004 from http://cadence.advanstar.com/2003/0603/solidthinking0603.html.
(Cited in Technology, Computer literacy among students ¶ 10)

Khemlani, L. (2002). Conceptual 3D modeling with SketchUp. CADENCE AEC Tech News #80, August 9, 2002 (online edition). Retrieved October 27, 2004 from http://cadence.advanstar.com/2003/0503/pr0503_archstudio.html.
(Cited in Technology, Computer literacy among students ¶ 6)

Khemlani, L. (2003). Autodesk Architectural Studio 3. Cadalyst, May 2003 (online edition). Retrieved October 27, 2004 from http://cadence.advanstar.com/2003/0503/pr0503_archstudio.html.
(Cited in Technology, Computer literacy among students ¶ 10; Computer literacy among practitioners ¶ 2)

Khemlani, L. (2004a). Autodesk Revit 6. AECbytes Product Review January 29, 2004 (online edition). Retrieved October 27, 2004 from http://www.aecbytes.com/review/Revit_6_pr.htm.
(Photo used following Technology, Computer literacy among students ¶ 9)

Khemlani, L. (2004b). SketchUp 4.0. AECbytes Product Review July 15, 2004 (online edition). Retrieved October 27, 2004 from http://www.aecbytes.com/review/SketchUp4_pr.htm.
(Cited in Technology, Computer literacy among students ¶ 6)

Khemlani, L. (2004c). The rise and fall of Autodesk Architectural Studio. AECbytes Newsletter 13, September 9, 2004 (online edition). Retrieved October 27, 2004 from http://www.aecbytes.com/newsletter/issue_13_pr.htm.
(Cited in Technology, Computer literacy among students ¶ 9)

Laiserin, J. (2001). AEC collaboration. Cadalyst, June 2001 (online edition). Retrieved September 27, 2004 from http://cadence.advanstar.com/2001/0601/issuefocus0601.html.
DO NOT USE THIS CITE

Williams, A. (2003). Principal architects and hands-on CAD. Cadalyst, August 2003. Electronic edition: http://cadence.advanstar.com/2003/0803/coverstory0803.html.
(Cited in Technology, Computer literacy among practitioners ¶ 1)

Wilson, J. (2002). An introduction to form•Z. Cadalyst, July 2002. Electronic edition: http://cadence.advanstar.com/2002/0702/thirddimension0702.html.

(Cited in Technology, Computer literacy among students ¶ 8)

Wong, K. (2003). CAD on campus. Cadalyst, April 2003. Electronic edition: http://cadence.advanstar.com/2003/0403/coverstory0403.html.
(Cited in Technology, Computer literacy among students ¶ 10)

American Institute of Architecture Students (2002). The redesign of studio culture: A report of the AIAS Studio Culture Task Force. Retrieved September 24, 2004 from the AIAS website: http://www.aiasnatl.org/resources/r_resources_studioculturepaper.pdf.
(Cited in Architectural education, The nature of the design studio ¶ 1; Seeking new directions ¶ 4)

American Institute of Architecture Students (2003). White paper for the NAAB Validation Conference. Retrieved September 24, 2004 from the AIAS website: http://www.aiasnatl.org/resources/r_resources_sctf_NAABpaper.pdf.
(Cited in Architectural education, The nature of the design studio ¶ 1; Seeking new directions ¶ 4)

Association of Collegiate Schools of Architecture (2003a). http://www.acsa-arch.org ACSA directory 2003-2004. Washington, D.C.
DO NOT USE THIS CITE

Association of Collegiate Schools of Architecture (2003b). http://www.acsa-arch.org Guide to architectural schools (7th ed.). Washington, D.C.
DO NOT USE THIS CITE

Association of Collegiate Schools of Architecture (2003c). Architectural education–A brief history. Retrieved September 21, 2004 from the ACSA Website: http://acsa-arch.org/studentinfo/archeducation_history.html.
(Cited in Architectural education, Formal architectural education ¶ 5)

Department of Commerce (2002). A nation online: How Americans are expanding their use of the Internet. Washington, DC: U.S. Department of Commerce, Economics and Statistics Administration and National Telecommunications and Information Administration. Available: http://www.ntia.doc.gov/ntiahome/dn/html/anationonline2.htm.
(Cited in Distance education, Practice ¶ 2)

Farrell, G. (Ed.) (2001). The changing faces of virual education. Commonwealth of Learning. Retrieved Novermber 5, 2004 from http://www.col.org/virtualed.
(Cited in Introduction, ¶ 1)

International Union of Architects (2002). UIA and architectural education: Reflections and recommendations. Adopted by the 22nd UIA General Assembly, Berlin, July 2002. Retrieved September 17, 2004 from the UIA website: http://www.uia-architectes.org/image/PDF/Reflex_eng.pdf.
(Cited in Architectural education, Formal architectural education ¶ 9)

National Architectural Accrediting Board (2003a). Validation Conference. Retrieved September 24, 2004 from the NAAB website: http://www.naab.org/information3902/information.htm.
(Cited in Seeking new directions ¶ 4)

National Architectural Accrediting Board (2003b). Visiting Team Report, University of Illinois at Urbana-Champaign. Retrieved November 29, 2004 from University of Illinois at Urbana-Champaign architecture school website: http://arch.uiuc.edu/about/accreditation/documents/VTR2003.pdf.
(Cited in Architectural education, Curriculum and accreditation ¶ 4)

National Architectural Accrediting Board (2004a). Accredited and Candidate Programs in Architecture. Retrieved September 17, 2004 from NAAB website: http://www.naab.org/usr_doc/accredited_progs19.pdf.
(Cited in Architectural education, Formal architectural education ¶ 12)

National Architectural Accrediting Board (2004b). 2004 NAAB Conditions for Accreditation. Retrieved September 24, 2004 from NAAB website: http://www.naab.org/usr_doc/2004_CONDITIONS.pdf.
(Cited in Architectural education, Curriculum and accreditation ¶ 4, Seeking new directions ¶ 5)

National Architectural Accrediting Board (2004c). NAAB Guide to student performance criteria. Retrieved September 24, 2004 from NAAB website: http://www.naab.org/usr_doc/Guide_to_SPC_with_addendum.pdf.
(Cited in Architectural education, Curriculum and accreditation ¶ 4; Seeking new directions ¶ 5)

National Architectural Accrediting Board (2004d). NAAB Statistics Report. Retrieved September 17, 2004 from NAAB website: http://www.naab.org/usr_doc/2003_Synopsis.doc.
(Cited in Architectural education, The larger context ¶ 5; Technology, Computer literacy among faculty ¶ 2) )

National Center for Education Statistics (1998). Distance education in higher education institutions. Institute of Education Sciences, U.S. Department of Education. Retrieved November 5, 2004 from http://nces.ed.gov/surveys/peqis/publications/98062/index.asp.
(Cited in Introduction, ¶ 1; Distance education, Practice ¶ 1)

National Center for Education Statistics (2002). Distance education instruction by postsecondary faculty and staff: Fall 1998. Institute of Education Sciences, U.S. Department of Education. Retrieved November 5, 2004 from http://nces.ed.gov/das/epubs/2002155.
(Cited in Distance education, Practice ¶ 2)

National Center for Education Statistics (2003). Distance education at degree-granting postsecondary institutions: 2000-2001. Institute of Education Sciences, U.S. Department of Education. Retrieved November 5, 2004 from http://nces.ed.gov/surveys/peqis/publications/2003017.
(Cited in Introduction, ¶ 1)
(Cited in Distance education, Practice ¶ 2)

National Council of Architectural Registration Boards (2004). NCARB Education Standard. Retrieved November 30, 2004 from http://www.wncarb.org/forms/educstand.pdf.
(Cited in Architectural education, Curriculum and accreditation ¶ 3)

Royal Australian Institute of Architects (2004). National/International Schools of Architecture. Retrieved September 17, 2004 from the RAIA website: http://www.architecture.com.au/i-cms?page=1274.
DO NOT USE THIS CITE

University of Illinois at Urbana-Champaign (2003). Architecture Program Report Retrieved November 29, 2004 from University of Illinois at Urbana-Champaign architecture school website: http://arch.uiuc.edu/about/accreditation/documents/APR2003.pdf.
(Cited in Architectural education, Curriculum and accreditation ¶ 4)

Bermudez, J. & Klinger, K. (eds.)(2003). Digital technology & architecture: ACADIA white paper presented to NAAB for its 2003 validation conference. http://www.acadia.org/ACADIA_whitepaper.pdf
DO NOT USE THIS CITE

Temple University, Department of Architecture (1998). Academic information technology plan. Retrieved September 25, 2004 from http://www.oll.temple.edu/ARCH211/ITPlan98.html.
DO NOT USE THIS CITE

Architect of the Capitol (n.d. a) Charles Bullfinch. http://www.aoc.gov/AOC/bulfinch.htm
(Cited in Architectural education, Formal architectural education ¶ 4)

Architect of the Capitol (n.d. b) Charles Bullfinch. http://www.aoc.gov/AOC/latrobe.htm
(Cited in Architectural education, Formal architectural education ¶ 4)

Architect of the Capitol (n.d. c) William Thornton. http://www.aoc.gov/AOC/thornton.htm
(Cited in Architectural education, Formal architectural education ¶ 4)

Atherton, J. (2003). Learning and teaching: Bloom's taxonomy [On-line] UK: Available: http://www.dmu.ac.uk/~jamesa/learning/bloomtax.htm
(Cited in Pedagogy, Learning theories ¶ 8)

Dabbagh, N. (n.d). The Instructional Design Knowledge Base. Retrieved October 27, 2004 from George Mason University, Instructional Technology Program Website: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm.
(Cited in Pedagogy, Learning theories ¶ 1)

Great Buildings Online (n.d.) Imhotep. http://www.greatbuildings.com/architects/Imhotep.html
(Cited in Architectural education, Early architectural education ¶ 1)

Great Buildings Online (n.d.) Thomas Jefferson. http://www.greatbuildings.com/architects/Thomas_Jefferson.html
(Cited in Architectural education, Formal architectural education ¶ 4)

Howe, J. (n.d.). Peter Harrison. In A digital archive of American architecture, Boston College Fine Arts Department. http://www.bc.edu/bc_org/avp/cas/fnart/fa267/harrison.html
(Cited in Architectural education, Formal architectural education ¶ 4)

Humanistictexts.org (n.d.) Vitruvius. (Introduction and extracts from Books I and II of Vitruvius' De Architectura libri decem. http://www.humanistictexts.org/vitruvius.htm
(Cited in Architectural education, Early architectural education ¶ 4)

Kearsley, G. (n.d.). Explorations in learning & instruction: The theory into practice database. At http://tip.psychology.org/
(Cited in Pedagogy, Learning theories ¶ 1)

Kimball, F. (Ed.) (1997). Jefferson's development as architect. In Thomas Jefferson, Architect. Unpublished manuscript; retrieved November 5, 2004 from http://www.iath.virginia.edu/wilson/TJA/tja.body2.html
(Cited in Architectural education, Formal architectural education ¶ 4)

Max Planck Institute for the History of Science, & Harvard University. The Archimedes Project Digital Research Library: Vitruvius. http://archimedes2.mpiwg-berlin.mpg.de
(Cited in Architectural education, Early architectural education ¶ 4)

Rose, M. (2000). Books: Ancient wonders. In Archaeological Institute of America, Archaeology 53:1. Online edition: http://www.archaeology.org/0001/abstracts/books.html
(Cited in Architectural education, Early architectural education ¶ 2)

Schoenauer, N. (n.d.). History by Norbert Schoenauer. Retrieved September 21, 2004 from the McGill University School of Architecture Website: http://www.mcgill.ca/architecture/introduction/history/.
(Cited in Architectural education, Formal architectural education ¶ 5)

Stevens, G. (n.d. a). A brief history of architectural education. Retrieved September 24, 2004 from http://www.archsoc.com/kcas/Historyed.html. See also The favored circle (1998). Cambridge, Mass.: MIT Press.
(Cited in Architectural education, Formal architectural education ¶ 3)

Stevens, G. (n.d. b) Downclassing the architect: A view from the cliff. Unpublished article. Retrieved September 24, 2004 from http://www.archsoc.com/kcas/papers/Downclassing.pdf.
DO NOT USE THIS CITE

University of Waterloo Library (n.d.) Académie Royale d'Architecture. Retrieved November 5, 2004 from http://www.scholarly-societies.org/history/1671ara.html
(Cited in Architectural education, Formal architectural education ¶ 1)