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Sustainable design education: teaching, learning and assessment in collaborative group design projects

Tucker, Richard and Rollo, John 2005, Sustainable design education: teaching, learning and assessment in collaborative group design projects, in Fabricating sustainability : unofficial proceedings of the 39th Annual Architectural Association Conference, School of Architecture + Design, Victoria University of Wellington, Wellington, N.Z., pp. 1-8.

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Title Sustainable design education: teaching, learning and assessment in collaborative group design projects
Author(s) Tucker, Richard
Rollo, John
Conference name Australia and New Zealand Architectural Science Association. Conference (39th : 2005 : Victoria University of Wellington)
Conference location Wellington, New Zealand
Conference dates 17-19 November 2005
Title of proceedings Fabricating sustainability : unofficial proceedings of the 39th Annual Architectural Association Conference
Editor(s) Skates, Henry
Publication date 2005
Conference series Australia and New Zealand Architectural Science Association Conference
Start page 1
End page 8
Publisher School of Architecture + Design, Victoria University of Wellington
Place of publication Wellington, N.Z.
Keyword(s) collaborative learning
group assessment
design andragogy
Summary Changes in the funding of tertiary education resulting in less one-to-one staff/student contact time mean that we cannot continue to teach as we have historically been taught. If design schools are unable to implement strategies that successfully overcome resource intensive studio teaching programs, then current architectural education may for many higher education providers be based on an unsustainable course structure. Rather than spreading their time thinly over a large number of individual projects, an increasing number of lecturers are setting group projects. This allows them to co-ordinate longer and more in-depth review sessions on a smaller number of assignments. However, while the group model may reflect the realities of the design process in practice, the approach is not without short comings as a teaching archetype for the assessment of individual skill competencies. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects.
The following describes the background, methodology and early results of a Strategic Teaching and Learning Grant currently running at the School of Architecture and Building at Deakin University. The project is evaluating two design programs at Deakin and it is envisaged that the results of the
investigation may inform other project-based teaching disciplines experiencing a similar need for new knowledge and skill-based delivery due to increasing staff-student ratios.
Notes Reproduced with the kind permission of the copyright owner.
ISBN 9780473106690
9780473114718
0473106698
Language eng
Field of Research 120199 Architecture not elsewhere classified
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2006
Copyright notice ©2005, Victoria University of Wellington, School of Architecture + Design
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005991

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