Inducting Architecturaland Built Environment students into a new world

Helen Farrell

Induction Step 1

Coordinator:Ann Quinlan

15 Tutors

LC Advisor

BENV 1080:Enabling Skills and Research PracticeFirst semester core courseCommenced 2008

Induction Step 2

Program DirectorAnn Quinlan

Literacy LecturerHelen Farrell

BE TutorsHeleana Genaus

Dodie Mc Menamin

BE Guest LecturerMeeray Ghaly

BENV1082:

Built Environment Literacy

Second semester elective course

Commenced 2009

Participants 2011:

Architectural StudiesLandscape ArchitectureInterior ArchitecturePlanningConstruction Management and Property

Built Environme

nt Literacy

Speaking

Listening

Reading

Writing

reflections

summaries

critiques

reportsTED.co

m

pairs

small groups

large groups

oral presentationsThemes:

shopping centres

indigenous housing

key concepts

Strengths

Think

Read Write

BE Integration

Contextualised

Complementary skills

Innovative

Assessment tasks

Embedded academic literacy

Course for credit

Integration with

other core

courses

Curriculum design

Multiple m

eans of

representation

Introduction to Portfolio An important aspect of any project is the way we approach it. In particular how we think in relation to the precedent. How the precedent and our thoughts affect our overall design. How we reflect on our own designs and the feedback we receive, to further enhance our understanding and how we evaluate this reflection to further improve our approach, our design and more importantly our ways of learning and being professional architects.

This portfolio is my attempt to think about how and what I’ve learnt about myself, the way I learn, the way I approach my studies and how I design. It also reflects on past projects and an overall evaluation of this course in relation to my understanding as a BE student.

Think Design Reflect Evaluate

Results 2011

FailPassCreditDistinctionHigh D

Copyright 2008 d

Organisational

‘Isolation’ from parallel course conveners

Harmonising assessment dates

Student uptake

Academically diverse students

Academic progress

Provision of further academic support

Previous educational experience

Frustrations

‘Course is too short- due to the short period of time practising writing and presentation strategies, it is very hard to make what I learned a habit

Discussion was not useful as most did not contribute

There was an amazing level of weekly feedback’

Excellent and supportive teaching staff who are more than willing to

help and continually boost confidence

It relates to every other course and is a chance to

reflect on my learning

As a result of doing this course my confidence with

academic and visual literacy have increased substantially

Thoughts forfuture

iterations

Future plans in response to feedback:

Reading circles

Increase in class writing time

Wiki more central to the course

Peer assessment

Maintain professional collaborations

Thank you

Readings:Baik, C., & Grieg, J. (2009). Improving academic outcomes of undergraduate

ESL students: the case for discipline-based academic skills programs. Higher Education Research and Development 28(4), 401-416.

Kumar, M., & Ang, S. (2008). Transitional issues of induction into design education for international undergraduate students: A case study analysis of Architecture. Journal of Education in the Built Environment 3(2), 10-32.