Architectural education has long emphasized theoretical instruction and traditional design studio formats, yet applied learning methodologies remain underutilized in teaching architectural design technology. This paper explores how applied learning, an approach centered on experiential engagement, enhances student outcomes in design technology education, particularly at Historically Black Colleges and Universities (HBCUs). By integrating real-world projects with industry-standard software, students engage in an iterative learning process that fosters both technical proficiency and conceptual thinking.

Drawing on over a decade of teaching experience in design technology courses at HBCU architecture programs, this research presents an innovative pedagogical framework that bridges the gap between theoretical knowledge and practical application. The study examines how students develop software skills not through isolated tutorials but through the replication of real-world projects, such as the New International Spy Museum in Washington, DC, and complex forms like the Heydar Aliyev Center. By deconstructing and reconstructing these precedents, students not only master software tools but also internalize advanced architectural design concepts, such as tectonics and spatial composition.

While technology plays a central role in professional practice, its instruction is often confined to linear, step-by-step tutorials that lack real-world context. Instead, this research advocates for applied learning strategies that allow students to develop software skills within the framework of existing architectural precedents, learning both how to use the tools and why they matter in the design process. Applied learning encourages students to critically analyze generative methodologies, integrate parametric tools, and refine digital workflows in ways that more naturally align with professional standards.

Furthermore, this study highlights the significance of applied learning for students at HBCUs, where tangible examples play a crucial role in shaping educational experiences. By leveraging historically significant projects and design processes, students not only gain technical proficiency but also develop a deeper understanding of their own agency as designers. The case studies analyzed in this paper demonstrate that students who engage in applied learning methodologies show increased confidence in their ability to execute complex designs, leading to award-winning projects and industry recognition.

The broader implications of this research emphasize that architectural education must evolve to better integrate applied learning methodologies into design technology courses. By shifting architectural technology education toward a model that prioritizes application over tutorial only based instruction, this research proposes a framework that fosters innovation, technical fluency, and critical design thinking. The findings contribute to ongoing discourse on the future of architectural pedagogy, urging educators to rethink how technology is taught in design education and how it can be more effectively integrated into culturally responsive and immersive learning environments.

Keywords: Technology, education, design, HBCU.