With the expansion of Chinese university campuses, electric bikes (E-bikes) have become the most sustainable and effective commuting option because they are a flexible and energy-saving travel mode. Consequently, campus E-bike charging piles have become one of the most essential public service facilities on campuses. However, since most Chinese campuses are closed and independent, the principles of urban public service facilities cannot be simply applied to the layout and use of campus charging facilities. Thus, this study focuses on Zijingang Campus at Zhejiang University, and proposes an optimization strategy for the spatial and temporal layout of E-bike charging piles on the campus. First, trip chain demand models are constructed to examine the travel patterns of E-bike users on campus and the demands for charging areas and time. Second, a space location model is constructed to locate the charging piles in areas with high demand. Finally, according to the charging times of different users, user charging time is integrated into the strategy. This study enhances the layout and utilization system of campus E-bike charging facilities by considering both temporal and spatial dimensions. Overall, this study contributes to the advancement of sustainable transportation infrastructure planning on a campus-wide scale, offering theoretical insights for the design and utilization of functional facilities in large-scale, semi-enclosed environments (e.g., university campuses).

An important goal in the reform of architectural design education is to instruct students in ways of acquiring relevant site information quickly and efficiently during a design project, and then integrating that information into their architectural designs. This study focuses on a teaching experiment conducted within the “Urban Village Renovation Design” course for third-year undergraduates at Zhejiang University. This study aims to improve teaching efficiency by combining active and passive information acquisition methods during the site information acquisition stage. A teaching experiment on “Urban Village Renovation Design” was conducted with third-year undergraduates at Zhejiang University, comparing two experimental groups based on whether the teacher provides site information reports (i.e., passive information acquisition). The study explores efficient methods for acquiring different types of site information in architectural design teaching and develops a matching framework. It evaluates the impact of active vs. passive methods on students’ cognitive levels, using Bloom’s taxonomy, and quantitatively tests cognitive efficiency differences through the ROI model. Results show that combining both methods yields the highest teaching efficiency, with specific types of information corresponding to effective active or passive acquisition methods. This study explores which research methods can yield beneficial site information more efficiently and clarifies the role of previously overlooked passive information acquisition methods in site cognition, providing theoretical support for the design of teaching plans during the research phase. From a practical standpoint, it is suggested that instructors provide certain site information directly rather than have students acquire it independently, to shorten the research phase of teaching and simultaneously enhance site cognition efficiency.