Campus Units
Architecture
Document Type
Presentation
Conference
International Society for the Scholarship of Teaching and Learning (IS-SOTL) inaugural meeting proceedings
Publication Date
10-21-2004
First Page
34; 126
Conference Title
International Society for the Scholarship of Teaching and Learning (IS-SOTL) inaugural meeting proceedings
Conference Date
October 21-24, 2004
City
Bloomington, Indiana
Abstract
This presentation describes and analyzes three innovations in teaching and learning strategies for architectural, environmental and physical design disciplines. A principal method for assessment in design curricula is the ‘jury’: a public student presentation of design work to visiting faculty, practicing professionals and peers – often an audience of 20+. The design studio and jury have been much examined (1). The review process fosters oral and visual communication skills, and enables direct assessment and feedback to students on their design work, but it can also be a setting for abusive attacks on student performance, or the students themselves. A single strong jury member can sway and direct discussion, limiting feedback to the student, often leading to ‘tuning out”. The “jury” can be an intimidating environment, yielding much stress and little learning. Strategies for enriched learning through three innovations in formal design presentations have been developed to ameliorate the negative while retaining positive aspects of the design ‘jury’.
Copyright Owner
G. Palermo.
Copyright Date
2004
Language
en
File Format
application/pdf
Recommended Citation
Palermo, Gregory S., "Notes from a Naïf: The Design Salon and Other ‘Jury’ Innovations" (2004). Architecture Conference Proceedings and Presentations. 127.
https://lib.dr.iastate.edu/arch_conf/127
Comments
This is a proceedings published as G.Palermo; International Society for the Scholarship of Teaching and Learning (IS-SOTL) inaugural meeting proceedings, Bloomington, Indiana, October 21-24, 2004, p. 34 and p. 126. Posted with permission.