Open AccessExtramural but not Extracurricular
Author(s) -
Simon Beeson
Publication year - 2020
Publication title -
eaae annual conference proceedings
Language(s) - English
Resource type - Journals
eISSN - 2736-6200
pISSN - 2736-6197
DOI - 10.51588/eaaeacp.69
Subject(s) - studio , portfolio , realisation , curriculum , key (lock) , unit (ring theory) , work (physics) , engineering management , computer science , pedagogy , mathematics education , engineering , knowledge management , psychology , business , finance , mechanical engineering , telecommunications , physics , computer security , quantum mechanics
This paper considers the introduction of a Personal Development Portfolio into our assessment for architectural education. When revising out undergraduate course structure we moved to a fully integrated model, where assessment was based on a portfolio or ‘body of work’ produced during a ten-week studio project. These projects introduce, develop and integrate understanding and ability of the key knowledge and skills of the curriculum; design, communication, realisation (technology) and contextual studies. Each year of study also includes one unit where professional knowledge is also assessed. Alongside these ‘learning outcomes’ we introduced a PDP: a separate report documenting and reflecting on everything that falls outside the predicted aims of the project.