Abstract
Aligned to the national and global movement towards the definition, design, and mapping of graduate capabilities of university curriculum, universities are assigned the colossal task to incorporate these capabilities through curriculum design, delivery, and assessment. Using curriculum design research as the methodology of study, this chapter presents the framework and principles for the development of an innovative curriculum in architecture to enhance specific graduate attributes. It describes the constraints of time as well as competency in curriculum design to make critical evaluations of mappings, integration, and progression throughout the different year-level of the programme and within each module. While fueled with challenges, it suggests the propensity for enhancement of a curriculum that engages with the whole-person development as well as opportunities for teaching and learning innovations.
TopIntroduction
Sociological and technological shifts have transformed the education ecosystem over the years. This phenomenon suggests a paradigm shift in architecture education to embrace 21st-century graduate attributes aligned to the impact of the Industrial Revolution 4.0 on future jobs. Skills demanded of graduates have changed based on the study by the World Economic Forum (2018). In architecture, these attributes are not new; however, they are not structured and intentionally designed within the “intended” curriculum at the macro level; however, they are implemented based on individual classroom practices and the individual initiative of the teacher. This individual classroom approach implies that the attainment of skills is by chance, and not by design. This paper posits the need to examine these attributes critically and offers conceptual thinking about how they are integrated into the architectural curriculum through the methodology of educational design research.
Key Terms in this Chapter
Module: A course or a subject that is structured within a programme and taken by students within a specified duration of learning time.
Emotional Intelligence: The ability to be aware and manage emotion of the self, and to be aware of emotions of others and how they can be reasoned to guide one’s decision making, in managing relationships and in pursuing goals.
Curriculum: A plan for learning that includes why, what, how, when, and who in relation to design and delivery of programme and module. This includes how modules are structured within the programme, as well as the alignment of each module relating the module learning outcomes, teaching and learning approaches, and assessment.
Programme: An arrangement of modules structured and laid out within a duration of time that meets the regulatory requirement of the award classification level and the national and professional standards of a specific discipline of study.
Constructive Alignment: Alignment between Learning Outcomes, Assessment and Teaching and Learning activities to ensure learning is achieved and measured.
Graduate Capabilities: A set of skills comprising of transferrable skills defined at national, professional and or university levels which is sought after by employers.
Entrepreneurialism: The ability to be an agent who catalyzes change and value creation through generating solutions through innovative prepositions that demonstrates risk and resources management.