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Inducting Architecturaland Built Environment students into a new world
Helen Farrell
Induction Step 1
Coordinator:Ann Quinlan
15 Tutors
LC Advisor
BENV 1080:Enabling Skills and Research PracticeFirst semester core courseCommenced 2008
Induction Step 2
Program DirectorAnn Quinlan
Literacy LecturerHelen Farrell
BE TutorsHeleana Genaus
Dodie Mc Menamin
BE Guest LecturerMeeray Ghaly
BENV1082:
Built Environment Literacy
Second semester elective course
Commenced 2009
Participants 2011:
Architectural StudiesLandscape ArchitectureInterior ArchitecturePlanningConstruction Management and Property
Built Environme
nt Literacy
Speaking
Listening
Reading
Writing
reflections
summaries
critiques
reportsTED.co
m
pairs
small groups
large groups
oral presentationsThemes:
shopping centres
indigenous housing
key concepts
Strengths
Think
Read Write
BE Integration
Contextualised
Complementary skills
Innovative
Assessment tasks
Embedded academic literacy
Course for credit
Integration with
other core
courses
Curriculum design
Multiple m
eans of
representation
Introduction to Portfolio An important aspect of any project is the way we approach it. In particular how we think in relation to the precedent. How the precedent and our thoughts affect our overall design. How we reflect on our own designs and the feedback we receive, to further enhance our understanding and how we evaluate this reflection to further improve our approach, our design and more importantly our ways of learning and being professional architects.
This portfolio is my attempt to think about how and what I’ve learnt about myself, the way I learn, the way I approach my studies and how I design. It also reflects on past projects and an overall evaluation of this course in relation to my understanding as a BE student.
Think Design Reflect Evaluate
Results 2011
FailPassCreditDistinctionHigh D
Copyright 2008 d
Organisational
‘Isolation’ from parallel course conveners
Harmonising assessment dates
Student uptake
Academically diverse students
Academic progress
Provision of further academic support
Previous educational experience
Frustrations
‘Course is too short- due to the short period of time practising writing and presentation strategies, it is very hard to make what I learned a habit
Discussion was not useful as most did not contribute
There was an amazing level of weekly feedback’
Excellent and supportive teaching staff who are more than willing to
help and continually boost confidence
It relates to every other course and is a chance to
reflect on my learning
As a result of doing this course my confidence with
academic and visual literacy have increased substantially
Thoughts forfuture
iterations
Future plans in response to feedback:
Reading circles
Increase in class writing time
Wiki more central to the course
Peer assessment
Maintain professional collaborations
Thank you
Readings:Baik, C., & Grieg, J. (2009). Improving academic outcomes of undergraduate
ESL students: the case for discipline-based academic skills programs. Higher Education Research and Development 28(4), 401-416.
Kumar, M., & Ang, S. (2008). Transitional issues of induction into design education for international undergraduate students: A case study analysis of Architecture. Journal of Education in the Built Environment 3(2), 10-32.
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