DAS Students Shine at ICERI Conference in Seville, Spain
The Department of Architectural Science (DAS) at Toronto Metropolitan University continues to demonstrate its commitment to innovation and excellence on the global stage. Last month, second-year students Arjun Jain and Avery Jordan, along with collaborators Daniel Wolinski, Ka Lee Jian, and Marko Jovanović, represented DAS at the 17th International Conference of Educational Research and Innovation (ICERI) in Seville, Spain. The students presented five co-authored papers, focusing on advancements in architectural pedagogy. These projects, developed under the mentorship of Associate Chair Vincent Hui and Department Chair Dr. Lisa Landrum, were the result of rigorous research and collaboration. The work has since been published following an internationally peer-reviewed process.
Reflecting on the experience, Arjun Jain shared, “Being able to present design builds on an international stage was a remarkable opportunity. Participating in DAS design builds has helped me connect hands-on construction with education, offering invaluable insights beyond the classroom. This exposure has allowed me to narrow my focus, specialize, and identify areas where I can excel.”
Avery Jordan, who also contributed to the conference, emphasized the transformative impact of the event: “This opportunity allowed me to travel, collaborate with upper-year students, and develop meaningful relationships within the architecture community. Seeing historic buildings in Spain that we’ve studied in class brought our lessons to life and deepened my appreciation for architecture.”
Daniel Wolinski highlighted his presentation on the DAS Connections Program, which facilitates student interactions with industry professionals through firm visits and portfolio reviews. “The program is excellent at bridging the gap between academia and the workplace, helping students establish connections even before starting co-op. My presentation discussed how this unique initiative could be expanded to other schools and integrated into the curriculum. Faculty members at the conference were impressed by its potential to enhance architectural education through meaningful industry engagement.”
Marko Jovanović explained, “The purpose of the conference wasn’t just about advertising TMU or saying, ‘This is what we’re innovating—come learn from us.’ It was also about presenting the challenges we face and showing that these issues are shared across institutions.” He added, “The paper I presented focused on the impact of COVID-19 on the quality of student work and how DAS works to address these challenges.”
Marko highlighted a foundational first-year course led by Professor Jurij Leshchyshyn where students build towers out of recyclable materials, as an example of how DAS provides hands-on learning experiences. “This is one of the first courses students take at DAS, and it teaches us how to collaborate with each other while working directly with materials,” he said. Another example is the first-year physics project, where students build a cardboard bridge designed to support a person walking across it over the TMU swimming pool. “The more weight the bridge could hold, the better the grade,” Marko explained. “That project really demonstrated how valuable an understanding of truss systems can be.”
Marko also spoke about design-build opportunities offered through Professor Vincent Hui, which allow students to work on real-world projects. “Unlike classroom assignments, these installations have to withstand outdoor conditions for weeks or even months and are visible to the public,” he said. “It’s an opportunity to experiment with designs outside of the curriculum while learning how to make buildings functional and durable in real-world settings.” He emphasized the practical skills students gain through these projects.
Marko shared examples of these projects, including “Winter Stations, a wall installation at College Park, parklet designs near Yonge Street, work at Camp Winston, and window installations for the BIA.” Reflecting on their significance, he noted: “Hands-on learning is integral. These projects not only teach us technical skills but also show how to adapt designs to meet environmental demands and public needs.”
Ka Lee Jian shared insights from her involvement in DAS’s partnership with Toronto Met Day Camps, where architecture students introduce kids to design and building concepts through interactive activities. “We found that hands-on learning, like constructing miniature cardboard bridges, significantly boosted children’s confidence and collaboration skills. These STEM-based camps inspire kids to explore engineering and architecture while fostering creativity and teamwork,” she explained.
Reflecting on the program's structure, Ka Lee emphasized the importance of these summer camps in children’s education and personal growth. “Summer camps are crucial because they provide kids with opportunities to learn specialized skills and develop their motor skills through building. It’s about more than just having fun—it’s about learning to collaborate and creating things themselves,” she said. For instance, in one camp, children participated in a scaled-down version of DAS’s first-year cardboard bridge project. “They sketched out their components, worked in teams, and constructed the bridge together, just like architecture students do. It was fascinating to watch them manage their teams and understand the importance of structure in bridges and other designs.”
The camp also included experiential learning activities that made complex concepts accessible. “We used active learning techniques, like showing how concrete is made using Rice Krispies and using licorice as rebar. These activities introduced them to how materials interact in construction,” Ka Lee explained. Digital skills were another focus, with students learning to use Adobe software during the Digital Creativity Camp. “Since many of the participants were already interested in engineering and architecture, it was a great opportunity to talk to them about pathways to architecture school,” she noted.
Reflecting on the impact of the program, Ka Lee shared, “We conducted a survey and saw that their confidence levels increased significantly from the beginning to the end. They really enjoyed building things themselves and learning in close proximity to other kids, which helped them collaborate and learn from each other. These camps show how early exposure to design, engineering, and architecture can inspire kids to explore these fields in the future.”
All three students reflected on their future aspirations within the field. Ka Lee emphasized her interest in project management and plans to pursue a master’s degree to further explore her fit within the architecture profession. Marko expressed his goal of obtaining licensing quickly and starting his own practice focused on housing and transportation solutions, including addressing zoning and urban density challenges. Daniel described his interest in leveraging his experience in Indigenous housing to develop solutions for complex socio-political issues, potentially tying this focus into his master’s thesis.
The ICERI conference is a renowned platform for fostering innovation in education, and the participation of DAS students underscores the department’s dedication to advancing architectural science through research, pedagogy, and community engagement. The insights gained from this experience are set to inspire new initiatives and further enhance the department’s contributions to the field.
