Enhancing Employability Skills in Year 1 Architecture Curriculum

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Ofparticular relevance to this project 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.‘Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. The importance of aidingstudents’ transition into higher education is reinforced by appreciating that undergraduates are likely to arrive with learning strategies suitable to school and college life, which are less effective in university environments...’Vinson, D. et al. (2010) Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11 (13), p.131This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment andenhances their learning experience, allowing the students to become co-creators of their curriculum.Aims:- Facilitate student engagement as co-creators in research and learning;- Actively engage students with learning that addresses the ‘transition’ issues that are common to first year undergraduates;- Develop a peer-reviewed curriculum development process that will involve both Architectural education and Architectural practice;- Enhance (employability skills and prospects) through embedding of considered ‘employability skills’ in the first year Architectural curriculum.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages1
Publication statusAccepted/In press - 9 May 2013
EventUlster University Employability Conference - Ulster University, Jordanstown
Duration: 9 May 2013 → …

Conference

ConferenceUlster University Employability Conference
Period9/05/13 → …

Fingerprint

employability
learning environment
curriculum
student
learning
education
university
university education
curriculum development
learning strategy
school
experience

Keywords

  • Architecture
  • Employability
  • Research-informed
  • Active-researcher
  • Co-creator
  • Curriculum design

Cite this

Coyles, D. (Accepted/In press). Enhancing Employability Skills in Year 1 Architecture Curriculum. In Unknown Host Publication
@inproceedings{26969ecc34644093a1b218adaec0138b,
title = "Enhancing Employability Skills in Year 1 Architecture Curriculum",
abstract = "Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Ofparticular relevance to this project 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.‘Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. The importance of aidingstudents’ transition into higher education is reinforced by appreciating that undergraduates are likely to arrive with learning strategies suitable to school and college life, which are less effective in university environments...’Vinson, D. et al. (2010) Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11 (13), p.131This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment andenhances their learning experience, allowing the students to become co-creators of their curriculum.Aims:- Facilitate student engagement as co-creators in research and learning;- Actively engage students with learning that addresses the ‘transition’ issues that are common to first year undergraduates;- Develop a peer-reviewed curriculum development process that will involve both Architectural education and Architectural practice;- Enhance (employability skills and prospects) through embedding of considered ‘employability skills’ in the first year Architectural curriculum.",
keywords = "Architecture, Employability, Research-informed, Active-researcher, Co-creator, Curriculum design",
author = "David Coyles",
year = "2013",
month = "5",
day = "9",
language = "English",
booktitle = "Unknown Host Publication",

}

Coyles, D 2013, Enhancing Employability Skills in Year 1 Architecture Curriculum. in Unknown Host Publication. Ulster University Employability Conference, 9/05/13.

Enhancing Employability Skills in Year 1 Architecture Curriculum. / Coyles, David.

Unknown Host Publication. 2013.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Enhancing Employability Skills in Year 1 Architecture Curriculum

AU - Coyles, David

PY - 2013/5/9

Y1 - 2013/5/9

N2 - Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Ofparticular relevance to this project 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.‘Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. The importance of aidingstudents’ transition into higher education is reinforced by appreciating that undergraduates are likely to arrive with learning strategies suitable to school and college life, which are less effective in university environments...’Vinson, D. et al. (2010) Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11 (13), p.131This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment andenhances their learning experience, allowing the students to become co-creators of their curriculum.Aims:- Facilitate student engagement as co-creators in research and learning;- Actively engage students with learning that addresses the ‘transition’ issues that are common to first year undergraduates;- Develop a peer-reviewed curriculum development process that will involve both Architectural education and Architectural practice;- Enhance (employability skills and prospects) through embedding of considered ‘employability skills’ in the first year Architectural curriculum.

AB - Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Ofparticular relevance to this project 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.‘Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. The importance of aidingstudents’ transition into higher education is reinforced by appreciating that undergraduates are likely to arrive with learning strategies suitable to school and college life, which are less effective in university environments...’Vinson, D. et al. (2010) Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11 (13), p.131This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment andenhances their learning experience, allowing the students to become co-creators of their curriculum.Aims:- Facilitate student engagement as co-creators in research and learning;- Actively engage students with learning that addresses the ‘transition’ issues that are common to first year undergraduates;- Develop a peer-reviewed curriculum development process that will involve both Architectural education and Architectural practice;- Enhance (employability skills and prospects) through embedding of considered ‘employability skills’ in the first year Architectural curriculum.

KW - Architecture

KW - Employability

KW - Research-informed

KW - Active-researcher

KW - Co-creator

KW - Curriculum design

M3 - Conference contribution

BT - Unknown Host Publication

ER -