Fighting Back: Education Initiatives in the Teaching of Architecture Chris Murphy Unitec Department...

Fighting Back: Education Initiatives in the Teaching of

Architecture

Chris MurphyUnitec Department of Architecture

Brendan SmithArchitecture Liaison Librarian -Unitec

Presentation Focus: A discussion on the effectiveness of:

• Embedding the librarian as a teaching support person in the 1st year Design Communication Course

• Digital devices as a communication and feedback tool in the teaching of Design Studio 1.

Background

• Decline in Success and Retention figures for some first year courses in 2012, specifically:

Design Studio 1,

Critical Studies 1,

Critical Studies 2

Archtectural Technology 1

Background

Reasons for Decline in S&R numbers:

• Sudden increase in 1st year student numbers.

• Communication issues in Design Studio 1 that impacted on student performance in other courses (eg feedback, streaming, personality issues).

• Continuing evidence of poor communication skills in many 1st year students.

• Poor placement of 1st year “history” courses.

Success comparison: Design Studio 1

Year 2009 Year 2010 Year2011 Year 20120

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Course Success Des Studio %


Success comparison: Critical Studies One

Year 2009 year 2010 Year 2011 Year 20120

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90

C/Success Crit Studies 1


Success comparison: Critical Studies Two


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Success Comparison: Architectural Technology 1


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C/Success: Arch Tech 1

C/Success: Arch Tech 1

Resolved strategy for 2013

• Introduction of a Design Communication course and the embedding of a library support person as teaching support.

• Changes to Design Studio 1:removal of streamed courses, renewed emphasis on group work - rotating pairs of

tutors introduction of digital devices to assist with learning

and feedback.

• Removal of “History” courses from 1st to 2nd semester and beyond.

Design Communication: Embedding the librarian…

• Course course intended to address shortcomings in writing, referencing and presentation skills. It dealt with approaches to essay writing and ways of getting ideas together.

• Its aim was to support students in this 1st semester transition period and assist them in meeting the requirements of level 5,6 & 7 courses.

• The course included presentation skills: Practice sessions for presentation of crits (in Design Studio).

Design Communication: Embedding the librarian…Strategies to

overcome “library fear”

• Strategies to overcome “library fear”…

“By meeting the students on “their ground”, rather than in the library it was hoped that the ice could be broken more effectively. “

Brendan viewed this as a success as:

“It was noticeable [this year] that the 1st year Architecture students are more engaged with the library than their predecessors, they seem to be more prepared to come to the library and ask for information…”


• Examples of “library confident” students…

Normally first year students simply take what they are offered in the library, whether it fulfills their query or not. This year’s first year architecture students are noticeably more prepared to say if the information being provided is not exactly what they are looking for and then clarify their question further so as to get the correct information…

This constitutes quite a large departure from previously observed behaviours and can probably be attributed to the students being more at ease with library staff.


• Advantages of library tuition on an “as needed” basis…

There was a deliberate effort not to be too obtrusive with library instruction, but rather to let it arise naturally as part of classroom discussion. ….

There were many occasions when students were directed to specific books which covered an area they were interested in –knowing the library stock of books is particularly advantagious for this aspect

Student Feedback: “Overall, I am satisfied with the quality of my course…”

(66 respondents).

Absolutely agree Strongly agree Agree Disagree Strongly disagree0

5

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35

Number

Number

Embedding the librarian…Quality Office Feedback..

• Responses in BS view were “overwhelmingly positive” –with comments indicating that the students had not only enjoyed the course, but had also learnt something.

• Rate my course example:

“I feel this class is exceptionally important as it will prepare you for the formal critics that require you to have a fair understanding of how to deliver a presentation.”

Embedding the Librarian…Quality Office feedback…

• Improvements to the course: Further development required in area of referencing.

“Referencing had been taught this year in a lecture session alone. However, learning from the feedback, it is envisaged that next year there will also be tutorial sessions on referencing.”

Embedding the Librarian…Conclusions….

• Anecdotal evidence of increased library use by first year students.

• Evidence of greater confidence and discernment by first year students in seeking correct information for their needs than has been the case in past years.

Digital devices… Their use as a communication and feedback tool in Design Studio 1.

Design Studio: Issues in 2012….

• Sudden increase in student numbers

• Separation of course into two separate streams

• Communication problems –inadequate feedback to students

• Some staff issues with “at large” tuition process for such a large student body.

Success comparison: Design Studio 1

Year 2009 Year 2010 Year2011 Year 20120

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90



Design Studio: Strategy for 2013

• Removal of streamed courses. Student body now taught as one stream

• Renewed emphasis on group tuition with rotation pairs of tutors allied to each group for each quarter.

• Introduction of digital devices to enable tutorial staff to achieve ongoing regular feedback within the group via social media.

Digital devices…

• Ipads issued to all full time and part time staff

• Te Puna Ako available in support capacity for staff to assist in the use of these devices

• Intention is that staff communicate with the students within their group by blog giving feedback on the weekly design project.

• Student encouraged to use the blog as a learning and discussion/feedback tool amongst themselves

• http://klecky4.blogspot.co.nz/

http://klecky4.blogspot.co.nz/

Interim Feedback….

• All students repeating the course for a second time in 2013 were interviewed in person and information sought requested on the effectiveness of the blog as a learning and feedback tool, as compared to the feedback system operating in 2012.

• A selection of staff were interviewed and their opinions sought on the effectiveness of the new feedback system.

Digital Devices…(Repeat) student feedback…

• Very useful –even if can’t contact tutors, you can ask them on line and get feedback. Last year: Document (handed in) at end of year. This year: Lecturers use blogging to decide how process done. Helps to understand process more.

• Keeps us on task. More blogs mean feedback and more development we can do. Helps you talk about your work. Know process more.

• Made a difference. Last year told to look around to others to make a difference. Difficult for us. This year better. –work is put up and we talk about it. I can see what everyone is doing. This year I can see what others are doing and strive to be different.


• Helps a lot. Similar to Facebook. If at home you can post and get feedback from home if necessary Much better. With blog you get everyone else’s feedback. Everybody feeds off each other. Helps bonding with class. Get to know each other better.

• If weekend have to wait whole weekend but with blog you can get an answer. Often from the student! So don’t have to wait. Good system. Will take time for students to get used to it.

• This year some Tutors did not have their blog ready. But this should change later.

• Taught me how to present my stuff properly. Also taught me how to write about my stuff. We have facebook page for 1st years, that helps as well. Blog has sort of always been there but good now its official. Lean heaps by looking at other students work. With blog you can see other work. It helped me.


Blogg (is) real helpful. Another way of getting feedback. “Because everyone else’s work is on the blog as well, kind of know where you are heading.” (ie in the right direction!).

• The exception…

Does not really work as well. Not as serious as when the tutor gives feedback. I take notice of it when the tutor gives the feedback. Have not put work up on the blog much. Can’t get around to blogging much. Not really into it. Prefer the one to one contact with the tutor. They can show you.

Staff feedback….

• Sought feedback from 4 of the staff involved in Design Studio.

Views mixed:

• SM 1: Last year verbal comments. We did not record comments. Students almost never recorded comments. This new system (is) definitely better. We need to compel in the nicest possible way the students to post regularly. Only happens to students who have caught on to how positive it can be. I take it seriously. Like an extended crit. So a bit unhappy the other half of class don’t see benefit and don’t post. Think this is a lack of confidence. Plus apathy related to the fact that not graded. Therefore don’t try.

• The whole idea of using Ipad wonderful. Apple programme has advantages –touch technology is very fast. Good. Typing without keypad a hassle. Too slow. This discouraged me from doing the weekly feedback form. 2nd quarter crits so intense –too much to go home and do forms as well. A bit much to do this every week for each student. Better to tie in with the projects. Maybe could streamline it a bit more. Say 3 times a quarter would be ok. Form itself could be simplified further (a good form).

Staff feedback….

SM 2

• they tend to use it (the blog) as a finished product only and don’t use it as a formative staged thing, which is the intention.

• (They) don’t use it properly. Don’t use it as a tool. Just post final work. Really, really hard for them to do so.

• http://klecky4.blogspot.co.nz/

http://klecky4.blogspot.co.nz/

Design Studio: Success rates 2012/2013 Sem 1.

1st Sem 2012 1st Sem 20130

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Percentage Success

Percentage Success

Critical Studies 2:Success Rate Comparison 2012/2013

2012 (141 students) 2013(47 students)0

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Percentage Success

Percentage Success

Thank You.

Fighting Back: Education Initiatives in the Teaching of Architecture Chris Murphy Unitec Department...

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