02826nas a2200337   4500000000100000000000100001008004100002653002000043653001900063653002500082653001900107653002500126653002100151653004500172653001500217653002700232653002300259653001300282653001200295653001400307653003400321100002000355700002000375700001600395245007000411856015100481300001200632490000700644520181700651022002002468                                       d10aAdaptive re use10aadaptive reuse10aArchitectural design10aBuilt heritage10aCritical observation10aDesign Education10aDesign orientated research methodologies10aEmbeddings10aResearch methodologies10aResource valuation10aStudents10aStudios10avaluation10aValues-based design education1 aNicholas Clarke1 aMarieke Kuipers1 aSara Stroux00aEmbedding built heritage values in architectural design education  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85070075674&doi=10.1007%2fs10798-019-09534-4&partnerID=40&md5=aef905f8bb7f471e5f70da38d34b2e21  a867-8830 v303 aContinuity and change have become crucial themes for the built environment and heritage buildings; also in the education and practice of architects. Embedding built heritage values into studio-based design education is a daunting new challenge that demands new didactic perspectives and tools. To address the dilemmas that come with design assignments for adaptive reuse, an experiment with new didactic analytical tools has been conducted in the Heritage \& Architecture (H\&A) architectural design studios at the Delft University of Technology. The analysis attempts to connect matter—physical structures—and meaning in a structured graphical process through predefined mapping exercises. Our aim is to introduce a step-by-step method for exploration that can form the foundation of values-based design from built heritage. Central to our multifaceted approach is a specially developed matrix that is meant to support design-oriented analysis of heritage buildings. This paper situates the H\&A perspective on the adaptive reuse of valorised buildings within the heritage discourse and architectural design education in general and further gives insight into the didactics, the tools, their uses and initial results. After a critical reflection on our points of departure, based in an evaluation of results, peer discussion and student evaluation, we conclude that the applied methodology is instructive to the educational goals but also merits further development. One of the lessons learnt for future teaching includes allowing students freedom to discover values themselves. An important conclusion is that an earlier and broader foundation that engages the continuation of tangible and intangible heritage values in the ever-changing built environment is required in architectural educational practice.  a09577572 (ISSN)