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Although there is often a difference between the architectural understanding of forms and their social and value-related perception (Malhis, 2008), elements of architectural value are often divided into economic or cultural concerns. Architecture's true value, however, may be found at the resolution of this dichotomy although it can be argued it is not straightforward to isolate and measure the true value of architecture. This discussion paper suggests that whilst many of the concerns highlighted appear in conflict, they are in fact reciprocal in nature with both causes being advanced through the efficiencies of architectural design. One viewpoint is that economic value perhaps should not be a topic of infrequent discussion, but rather it should be raised from time to time within the context of the broader market within which architecture is positioned. Even this viewpoint is subject to conjecture for some. This discussion paper places the focus on the importance and relevance of value from an architectural perspective, which often is a concept rarely discussed in design circles. It is meant to encourage discourse and discussion about the different forms of value and how it is perceived in an architectural sense. As there are numerous classifications and perceptions of value in our society which are in a constant state of change, it is imperative that we regularly re-evaluate the relevance of these ever-changing values to design. [ABSTRACT FROM AUTHOR]

As Building Information Modeling (BIM) became the gold standard of the architecture, construction, and engineering industry, lack of skilled BIM professionals is considered one of the major challenges. While numerous studies have identified different approaches to introduce BIM in construction management (CM) programs, comprehensive frameworks have not been found. To bridge the gap, this paper proposes a three-level framework that provides a systematic coverage of BIM through the entire CM curriculum. The framework consists of a fundamentals level covering BIM contents in most CM subjects, an application level where BIM is applied to solve real-world problems, and an advanced level that focuses on the latest and advanced topics of BIM. The framework aligns most CM subjects to their respective BIM components and exposes CM students to BIM from entry to exit. This paper serves as a case study of how BIM education has been implemented in an undergraduate CM program.

This paper focusses on the forensic work put on display at Londres-38, a building in Santiago Chile designated as a National Monument, which once functioned as a torture and extermination centre under Pinochet's dictatorship. Striving to avoid conventional memorial practices, or didactic strategies that would morbidly represent the past horror, Londres-38 curatorially opts for very few educational props, so that visitors can have a peculiarly direct encounter with the materiality of the building. The paper engages with one of the few displays employed at Londres-38: a time-looped video detailing the forensic work undertaken on a small washroom. Despite the years that have passed, remaining within its walls, floors, and on the surfaces of the National Monument are material traces left by the detainees-disappeared: scratches and inscriptions, as well as DNA, that are still being forensically harvested. The paper discusses how the video exhibit documents a pedagogical performance of how the unperceived can come to light, how the erasure of the violent past can be made to re-appear as a matter of public concern through a certain sensibility to materiality that is unique to forensics. At issue in the paper is the curatorial-pedagogical strategy employed that invites us to immerse and try out for ourselves the forensic sensibility that tends to and gazes at the materiality of the building in a particular way so that the embedded evidence therein can come to matter and move us to hear the unsettled call for justice in our present.

This paper discusses a post-conference experience involving attendees who utilized airport space to debrief through face-to-face (FtF) communication. Their temporary spatial proximity led to an idea generation process of recalling, rethinking, and getting ready for what's next. Literature about learning spaces, knowledge management, and the affordances and preferences of FtF communication are explored as they relate to using spaces for purposive conversation. The paper highlights a proposed debriefing model of immediacy, place, and presence. This framework allows organizations to leverage unique affordances of FtF communication and geography of the airport, or other similar spaces, to maximize engagement and benefit.