The goal of the Building Performance Knowledge Community (BPKC) is to promote architects as leaders in the application of technical design for building performance; in the use of high-performance design criteria, codes, and standards; and in programming, designing and managing building performance. To advance, disseminate, and advocate—to the architecture profession, AIA members, building owners, the construction industry, the academy, and the public—design practices that create buildings that are healthy, energy efficient, and durable.
TECHNOLOGY | ARCHITECTURE + DESIGN is a peer-reviewed international journal dedicated to the advancement of scholarship in the field of building technology, with a particular focus on its translation, integration, and impact on architecture and design. TAD solicits, captures, and shares new knowledge in how we think, make and use technology within the building arts. Published articles feature primary research in emerging materials, construction techniques, design integration, structures, building systems, energy, environmental design, information technology, digital fabrication, sustainability and resiliency, project delivery, the history and theory of technology, and building technology education. Aimed at researchers, educators, and practitioners, the journal advances and transforms the current discourse on building based technologies with the goal of expanding, reimagining and challenging its role for architecture and design. Learn more
Upcoming TAD Issue - Viral
Submissions due September 1, 2016 Download the Call for Papers (CfP)
VIRAL--the inaugural call for papers for TECHNOLOGY | ARCHITECTURE + DESIGN (TAD)--asks whether architecture is once again on the threshold of significant changes in the material, technical and procedural context of design. In the twenty-first century, information technologies are transforming how buildings are designed, constructed, delivered, occupied and assessed. From crowdsourcing to collective wisdom, information technology is redefining our relation to the environment and to each other. Yet, to what extent are architects, and those who educate them, actively involved in articulating a path for such technologies within their work—be it in their research, scholarship, or design work? Alternatively, to what extent are architectural educators cautious, resistant, or critical of this highly speculative engagement with barely recognizable or material forms of technology?