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Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities

Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities

Veronica Ng
Copyright: © 2020 |Pages: 22
ISBN13: 9781799814351|ISBN10: 1799814351|ISBN13 Softcover: 9781799814368|EISBN13: 9781799814375
DOI: 10.4018/978-1-7998-1435-1.ch013
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MLA

Ng, Veronica. "Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities." Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies, edited by Pradeep Kumar, et al., IGI Global, 2020, pp. 221-242. https://doi.org/10.4018/978-1-7998-1435-1.ch013

APA

Ng, V. (2020). Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities. In P. Kumar, M. Keppell, & C. Lim (Eds.), Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies (pp. 221-242). IGI Global. https://doi.org/10.4018/978-1-7998-1435-1.ch013

Chicago

Ng, Veronica. "Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities." In Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies, edited by Pradeep Kumar, Michael James Keppell, and Chee Leong Lim, 221-242. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1435-1.ch013

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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.

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