Transformative learning has been identified as contributing to the success of education programs in engendering sustainable behaviour in the built environment. In professional degree programs such as architecture, what impact does the nature of the learning experience of students have on the opportunities for transformation? Transformative learning is supported by opportunities for critical reflection, increased self-awareness of learning, and visible demonstration of progress. The teaching of design in architecture includes many of these elements, but in other core teaching, such as culture and science, the learning experience tends to be more transmissive in its nature. This paper will explore examples of alternative methods of architectural education which include experiential learning -learning by doing as a way of developing understanding and making meaning -and integrated curriculumusing the information and skills learnt in one subject to explore ideas in another. By investigating the learning experiences as a system, and considering the different contexts in which learning can take place, an ethno-methodological approach will be used to identify and document key elements of the transformative learning experience. The findings from this investigation will inform the development of a pedagogical framework for environmental education, such as architecture.

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

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