Constructive alignment in the built environment: enhancing teaching in line with graduate outcomes Mills, A., Tivendale, L., Chan, E. and Liu, C. 2013, Constructive alignment in the built environment: enhancing teaching in line with graduate outcomes, in AUBEA 2013 : Proceedings of the 2013 38th Australasian Universities Building Education Association Conference, University of Auckland, Auckland, New Zealand, pp. 1-10. Attached Files Name Description MIMEType Size Downloads mills-constructivealignmentin-2013.pdf Published version application/pdf 868.39KB 122 Title Constructive alignment in the built environment: enhancing teaching in line with graduate outcomes Author(s) Mills, A. orcid.org/0000-0002-2223-1550 Tivendale, L. orcid.org/0000-0002-9250-5393 Chan, E. Liu, C. orcid.org/0000-0003-1144-4355 Conference name Australasian Universities Building Education Association. Conference (38th : 2013 : Auckland, New Zealand) Conference location Auckland, New Zealand Conference dates 20-22 Nov. 2013 Title of proceedings AUBEA 2013 : Proceedings of the 2013 38th Australasian Universities Building Education Association Conference Editor(s) Yiu, Tak Wing Gonzalez, Vicente Publication date 2013 Conference series Australasian Universities Building Education Association Conference Start page 1 End page 10 Total pages 10 Publisher University of Auckland Place of publication Auckland, New Zealand Keyword(s) construction management education teaching enhancement graduate outcomes Summary The paper examines the manner in which to review an undergraduate degree in construction management using a top-down approach known as “Constructive Alignment”. The research addresses not only the perceived teaching problems, but it also discusses the methods used to rejuvenate the course in a manner that aligns with the graduate outcomes. However, it was also clear that teaching staff were not especially aware of the need to address the course learning outcomes. This highlighted the need for teaching staff to be involved in a process of constructive alignment to embed the course learning outcomes within their subjects, while also addressing the teaching issues involved with assessment. This process provided an opportunity to determine the incremental skill and knowledge development, both within the subjects, as well as between subjects across the course. The paper concludes with the production of a conceptual framework, which can be used to assist with the alignment of professional standards, course outcomes and graduate attributes into a discipline-specific degree program. Language eng Field of Research 120201 Building Construction Management and Project Planning Socio Economic Objective 930501 Education and Training Systems Policies and Development HERDC Research category E1 Full written paper - refereed HERDC collection year 2013 Copyright notice ©2013, AUBEA Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30060769 Document type: Conference Paper Collections: Faculty of Science, Engineering and Built Environment School of Architecture and Built Environment Open Access Collection   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Thu, 20 Feb 2014, 11:55:19 EST Fri, 21 Feb 2014, 07:56:22 EST Tue, 04 Mar 2014, 10:22:02 EST Mon, 10 Mar 2014, 08:56:58 EST Fri, 14 Mar 2014, 10:36:20 EST Mon, 17 Mar 2014, 08:57:08 EST Tue, 18 Mar 2014, 13:20:54 EST Wed, 02 Jul 2014, 16:53:25 EST Wed, 06 Dec 2017, 06:02:53 EST Fri, 07 Sep 2018, 16:56:25 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 827 Abstract Views, 123 File Downloads  -  Detailed Statistics Created: Thu, 20 Feb 2014, 11:55:19 EST