Co-creating Curriculum: ‘Architects in Practice’ working with ‘Architects in Education’

David Coyles

Co-creating Curriculum: ‘Architects in Practice’ working with ‘Architects in Education’

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Abstract

Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Two prominent examples of these challenges are:• The ‘transition’ issues that are common to many first year undergraduates progressing from the ‘shallow’ learning environment of secondary level education to the ‘deeper’ learning environment of university education;• The stake-hold of the student in their education as a result of the introduction of fees and potential increases in fees.This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment and enhances their learning, allowing the students to become co-creators of their curriculum. Year 1 architectural students and professional architectural practitioners, contributing as equal participants, will actively research the employability related architectural curriculum through a project-based-learning exercise. A number of corresponding collaborative workshops will reflect on and evaluate the research in progress. The project provides a distinct forum for collaboration between education and practice by facilitating active and direct engagement between first year undergraduate students and the architectural profession. This collaboration will help foster in the undergraduate an understanding of employability skills in the architectural profession. Students, acting as co-creators of their own learning, will have the opportunity to analyse, evaluate and reflect on their curriculum and present these findings to the Royal Institute of British Architects (RIBA).

Original language	English
Title of host publication	Unknown Host Publication
Publisher	Centre for Higher Education Practice
Number of pages	1
Publication status	Published (in print/issue) - 15 Jun 2012
Event	Centre for Higher Education Practice “Festival of Innovative Practice” - UU, Coleraine Campus Duration: 15 Jun 2012 → …

Conference

Conference	Centre for Higher Education Practice “Festival of Innovative Practice”
Period	15/06/12 → …

Bibliographical note

Reference text: Beer, J. (2012) Students as co-creator, not consumer? Address to University Alliance, 17 February 2012.
Cohen, L, Wilkinson, A, Arnold, J & Finn, R. (2005) ‘Remember I’m the Bloody Architect!’: Architects, orgaisations and discourses of profession. Work Employment Society. 19:775.
Genn, J.M. (1971) School to University Transition as a Change of Environment. St Lucia, Queensland, University of Queensland Press
Ibarra, H. (1999). Provisional Selves; Experimenting with Image in Professional Adaptation. Administrative Science Quarterly, 44(4), 764-791
Illeris, K (Ed.) (2009) Contemporary Theories of Learning: Learning theorists... in their own words. Abingdon, Routledge.
Jamieson, C. (2011). The Future for Architects? Report by RIBA Building Futures, London
Lave, J. and Wenger, W. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Kantanis, T. ( ) The role of social transition in students’ adjustment to the first-year of university.
Meyer, J, Land, R, & Baillie, C. (Eds). (2010) Threshold Concepts and Transformational Learning. Rotterdam: Sense Publishers.
McWilliam, E. (2007) Unlearning How to Teach. Paper at Creativity or Conformity? Building Cultures of Creativity in Higher Education Conference, University of Wales Institute, Cardiff / HEA, 8-10 January 2007.
Piotrowski, A & Williams Robinson, J. (Eds). (2001) The Discipline of Architecture. Minneapolis: University of Minnesota Press.
Report on HEA Summit. ‘Thinking Twice: Transition, Retention and Success in the Arts and Humanities’. British Academy, 8 March 2012.
Samuel, F. and Foster, L. (2011) Report of RIBA Student Destinations Survey 2011. University of Sheffield.
Schulman, L.S. (2005) Signature Pedagogies in the Profession. The Carnegie Foundation.
Stansfield Smith, C. (1999) Review of Architectural Education: Architecture Education for the 21st Century. London: RIBA

Wenger, E. (1998). Communities of practice: Learning, meaning and Identity. Cambridge: Cambridge University Press.

Yorke, M. and Longden, B. (2007) The First Year Experience in Higher Education in the UK: Report on Phase 1 of a project funded by the Higher Education Academy. London, HEA.

Keywords

Architecture
Research-informed
Co-creator
Active-researcher
Industry
Curriculum design

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COYLES 2012 Co-creating CurriculumFinal published version, 2.34 MB

Cite this

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title = "Co-creating Curriculum: {\textquoteleft}Architects in Practice{\textquoteright} working with {\textquoteleft}Architects in Education{\textquoteright}",

abstract = "Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Two prominent examples of these challenges are:• The {\textquoteleft}transition{\textquoteright} issues that are common to many first year undergraduates progressing from the {\textquoteleft}shallow{\textquoteright} learning environment of secondary level education to the {\textquoteleft}deeper{\textquoteright} learning environment of university education;• The stake-hold of the student in their education as a result of the introduction of fees and potential increases in fees.This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment and enhances their learning, allowing the students to become co-creators of their curriculum. Year 1 architectural students and professional architectural practitioners, contributing as equal participants, will actively research the employability related architectural curriculum through a project-based-learning exercise. A number of corresponding collaborative workshops will reflect on and evaluate the research in progress. The project provides a distinct forum for collaboration between education and practice by facilitating active and direct engagement between first year undergraduate students and the architectural profession. This collaboration will help foster in the undergraduate an understanding of employability skills in the architectural profession. Students, acting as co-creators of their own learning, will have the opportunity to analyse, evaluate and reflect on their curriculum and present these findings to the Royal Institute of British Architects (RIBA).",

keywords = "Architecture, Research-informed, Co-creator, Active-researcher, Industry, Curriculum design",

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note = "Reference text: Beer, J. (2012) Students as co-creator, not consumer? Address to University Alliance, 17 February 2012. Cohen, L, Wilkinson, A, Arnold, J & Finn, R. (2005) {\textquoteleft}Remember I{\textquoteright}m the Bloody Architect!{\textquoteright}: Architects, orgaisations and discourses of profession. Work Employment Society. 19:775. Genn, J.M. (1971) School to University Transition as a Change of Environment. St Lucia, Queensland, University of Queensland Press Ibarra, H. (1999). Provisional Selves; Experimenting with Image in Professional Adaptation. Administrative Science Quarterly, 44(4), 764-791 Illeris, K (Ed.) (2009) Contemporary Theories of Learning: Learning theorists... in their own words. Abingdon, Routledge. Jamieson, C. (2011). The Future for Architects? Report by RIBA Building Futures, London Lave, J. and Wenger, W. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Kantanis, T. ( ) The role of social transition in students{\textquoteright} adjustment to the first-year of university. Meyer, J, Land, R, & Baillie, C. (Eds). (2010) Threshold Concepts and Transformational Learning. Rotterdam: Sense Publishers. McWilliam, E. (2007) Unlearning How to Teach. Paper at Creativity or Conformity? Building Cultures of Creativity in Higher Education Conference, University of Wales Institute, Cardiff / HEA, 8-10 January 2007. Piotrowski, A & Williams Robinson, J. (Eds). (2001) The Discipline of Architecture. Minneapolis: University of Minnesota Press. Report on HEA Summit. {\textquoteleft}Thinking Twice: Transition, Retention and Success in the Arts and Humanities{\textquoteright}. British Academy, 8 March 2012. Samuel, F. and Foster, L. (2011) Report of RIBA Student Destinations Survey 2011. University of Sheffield. Schulman, L.S. (2005) Signature Pedagogies in the Profession. The Carnegie Foundation. Stansfield Smith, C. (1999) Review of Architectural Education: Architecture Education for the 21st Century. London: RIBA Wenger, E. (1998). Communities of practice: Learning, meaning and Identity. Cambridge: Cambridge University Press. Yorke, M. and Longden, B. (2007) The First Year Experience in Higher Education in the UK: Report on Phase 1 of a project funded by the Higher Education Academy. London, HEA.; Centre for Higher Education Practice “Festival of Innovative Practice” ; Conference date: 15-06-2012",

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AB - Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Two prominent examples of these challenges are:• The ‘transition’ issues that are common to many first year undergraduates progressing from the ‘shallow’ learning environment of secondary level education to the ‘deeper’ learning environment of university education;• The stake-hold of the student in their education as a result of the introduction of fees and potential increases in fees.This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment and enhances their learning, allowing the students to become co-creators of their curriculum. Year 1 architectural students and professional architectural practitioners, contributing as equal participants, will actively research the employability related architectural curriculum through a project-based-learning exercise. A number of corresponding collaborative workshops will reflect on and evaluate the research in progress. The project provides a distinct forum for collaboration between education and practice by facilitating active and direct engagement between first year undergraduate students and the architectural profession. This collaboration will help foster in the undergraduate an understanding of employability skills in the architectural profession. Students, acting as co-creators of their own learning, will have the opportunity to analyse, evaluate and reflect on their curriculum and present these findings to the Royal Institute of British Architects (RIBA).

KW - Architecture

KW - Research-informed

KW - Co-creator

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KW - Curriculum design

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ER -

Co-creating Curriculum: ‘Architects in Practice’ working with ‘Architects in Education’

Abstract

Conference

Bibliographical note

Keywords

Access to Document

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Cite this