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Student-Faculty Partnership: Student's Experience From the Architecture Course

Student-Faculty Partnership: Student's Experience From the Architecture Course

TamilSalvi Mari, Sujatavani Gunasagaran, Sucharita Srirangam, Sivaraman Kuppusamy, Xia Sheng Lee
Copyright: © 2021 |Pages: 20
ISBN13: 9781799864455|ISBN10: 1799864456|ISBN13 Softcover: 9781799864462|EISBN13: 9781799864479
DOI: 10.4018/978-1-7998-6445-5.ch009
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MLA

Mari, TamilSalvi, et al. "Student-Faculty Partnership: Student's Experience From the Architecture Course." Transforming Curriculum Through Teacher-Learner Partnerships, edited by Pradeep Nair, et al., IGI Global, 2021, pp. 159-178. https://doi.org/10.4018/978-1-7998-6445-5.ch009

APA

Mari, T., Gunasagaran, S., Srirangam, S., Kuppusamy, S., & Lee, X. S. (2021). Student-Faculty Partnership: Student's Experience From the Architecture Course. In P. Nair, M. Keppell, C. Lim, T. Mari, & N. Hassan (Eds.), Transforming Curriculum Through Teacher-Learner Partnerships (pp. 159-178). IGI Global. https://doi.org/10.4018/978-1-7998-6445-5.ch009

Chicago

Mari, TamilSalvi, et al. "Student-Faculty Partnership: Student's Experience From the Architecture Course." In Transforming Curriculum Through Teacher-Learner Partnerships, edited by Pradeep Nair, et al., 159-178. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6445-5.ch009

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Abstract

Successful student-faculty partnerships should evidence the presence of the three guiding principles: respect, reciprocity, and shared responsibility. Therefore, the study focusing on the three guiding principles of partnership respect, reciprocity and responsibility have sought to investigate how students experience student–faculty partnership in a service-learning project in the undergraduate architecture course using a quantitative study. The study shows that students can contribute as partners in architecture course teaching, learning and assessment. The results highlight the need for students to be given the opportunity to be more involved in the decision-making process decisions about their own learning in student-faculty partnerships. Therefore, the study suggests to promote effective partnership in architecture learning, students should be treat as equal partners by faculty.

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