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’.

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.

Copyright Owner

G. Palermo.

Language

en

File Format

application/pdf

Included in

Architecture Commons

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Article Location

 
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