Communities of Learning: Towards a Collaborative Model of Teaching and Learning in Architectural Education

Search for this publication on Google Scholar
Jernigan, J. (2015). Communities of Learning: Towards a Collaborative Model of Teaching and Learning in Architectural Education. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

54 views ◎
20 downloads ⇓


Abstract

At the forefront of the architectural world today is the discussion on the disconnect that exists between architectural education and professional practice. There have been recent calls to make architectural education more closely mirror architectural practice, typically favoring an increase in "cooperative" and "practice-studio" education in place of typical classroom and studio components. As the profession evolves, particularly due to trends in integrated project delivery (IPD) and collaborative methods of working, how do these models impact the career decisions and professional performance of students? The Beaux Arts philosophy, which has strongly influenced how architectural education is conducted in the United States, emphasized one-on-one teaching methods and fostered an atmosphere of individualism and criticism. My thesis aims to challenge this method in favor of more collaborative methods of learning that more closely emulate the realities of contemporary professional practice. The research will be conducted primarily through surveys, interviews, and observations of programs that support collaborative learning. The anticipated result of my research will be an assessment of best practices for collabora¬tive programs and how they impact students.. This analysis could help inform new pedagogical goals that aid in bridging the gap between education and practice.

Details
Author

Jernigan, Julie

Title

Communities of Learning: Towards a Collaborative Model of Teaching and Learning in Architectural Education

Physical Description

1 online resource (111 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

At the forefront of the architectural world today is the discussion on the disconnect that exists between architectural education and professional practice. There have been recent calls to make architectural education more closely mirror architectural practice, typically favoring an increase in "cooperative" and "practice-studio" education in place of typical classroom and studio components. As the profession evolves, particularly due to trends in integrated project delivery (IPD) and collaborative methods of working, how do these models impact the career decisions and professional performance of students? The Beaux Arts philosophy, which has strongly influenced how architectural education is conducted in the United States, emphasized one-on-one teaching methods and fostered an atmosphere of individualism and criticism. My thesis aims to challenge this method in favor of more collaborative methods of learning that more closely emulate the realities of contemporary professional practice. The research will be conducted primarily through surveys, interviews, and observations of programs that support collaborative learning. The anticipated result of my research will be an assessment of best practices for collabora¬tive programs and how they impact students.. This analysis could help inform new pedagogical goals that aid in bridging the gap between education and practice.

Genre

masters theses

Subjects--Topics

Education
Architecture

Degree

M.Arch.

Subject Area

Architecture

Advisor(s)

Thaddeus, David

Committee Members

Bacon, Carol
Brentrup, Dale

Degree Note

Thesis (M.Arch.)--University of North Carolina at Charlotte, 2015.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Jernigan_uncc_0694N_10830

Permalink

http://hdl.handle.net/20.500.13093/etd:69