transitions: Architects-in-Practice working with Architects-in-Education

Research output: Contribution to conferencePoster

Abstract

transitions: Architects-in-Practice working with Architects-in-Education is an academic research project that investigates the relationship between the worlds of architectural practice and architectural education to address the core theme of employability and the underlying educational principle of student engagement.
Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Of particular 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 aiding students’ 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.131

This project seeks to foster a considered, active engagement of the student cohort with research that informs their learning environment and enhances 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.

Conference

ConferenceUlster University Employability Conference
Period9/05/13 → …

Fingerprint

architect
employability
learning environment
education
student
learning
curriculum
university
university education
curriculum development
learning strategy
research project
school
experience

Cite this

Coyles, D. (2013). transitions: Architects-in-Practice working with Architects-in-Education. Poster session presented at Ulster University Employability Conference, .
Coyles, David. / transitions: Architects-in-Practice working with Architects-in-Education. Poster session presented at Ulster University Employability Conference, .
@conference{f751db867b09470a9d225b198e356f04,
title = "transitions: Architects-in-Practice working with Architects-in-Education",
abstract = "transitions: Architects-in-Practice working with Architects-in-Education is an academic research project that investigates the relationship between the worlds of architectural practice and architectural education to address the core theme of employability and the underlying educational principle of student engagement.Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Of particular 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 aiding students’ 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 and enhances 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.",
author = "David Coyles",
year = "2013",
month = "5",
day = "9",
language = "English",
note = "Ulster University Employability Conference ; Conference date: 09-05-2013",

}

Coyles, D 2013, 'transitions: Architects-in-Practice working with Architects-in-Education' Ulster University Employability Conference, 9/05/13, .

transitions: Architects-in-Practice working with Architects-in-Education. / Coyles, David.

2013. Poster session presented at Ulster University Employability Conference, .

Research output: Contribution to conferencePoster

TY - CONF

T1 - transitions: Architects-in-Practice working with Architects-in-Education

AU - Coyles, David

PY - 2013/5/9

Y1 - 2013/5/9

N2 - transitions: Architects-in-Practice working with Architects-in-Education is an academic research project that investigates the relationship between the worlds of architectural practice and architectural education to address the core theme of employability and the underlying educational principle of student engagement.Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Of particular 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 aiding students’ 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 and enhances 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 - transitions: Architects-in-Practice working with Architects-in-Education is an academic research project that investigates the relationship between the worlds of architectural practice and architectural education to address the core theme of employability and the underlying educational principle of student engagement.Contemporary undergraduates present challenges that are not fully addressed by the contemporary university learning environment. Of particular 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 aiding students’ 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 and enhances 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.

M3 - Poster

ER -

Coyles D. transitions: Architects-in-Practice working with Architects-in-Education. 2013. Poster session presented at Ulster University Employability Conference, .