Architecture Education: Issues In Assessment

Abstract

Architectural education has always been a complicated issue. "To prepare students to meet the complex demands of the profession, the degree focus and structure as well as the curriculum must facilitate the relationship between general education and specialized study." In 1996, Thomas Fisher, dean of the University of Minnesota, noted, architects must "assimilate large amounts of disparate information and find ways to order it and apply it to particular settings." Boyer and Mitgang concluded in Building Community: A New Future for Architecture Education and Practice, "that architectural education is really about fostering the learning habits needed for the discovery, integration, application, and sharing knowledge over a lifetime." These are only some of the many challenges facing the academy. Continual assessment of the successes and challenges of any program are essential to its thriving. The University of Hartford's Architecture Program is based on the blending of academic-based theoretical studies with industry-based problem solving. Our practice oriented architecture program has developed and implemented an innovative assessment plan. The goals and objectives are clearly defined. Learning experiences and assessment measures are both traditional and innovative. These innovative approaches will serve as a model to other disciplines. Assessment Overview Educational assessment is generally considered a method of evaluating student performance and attainment. Although this may sound relatively simple in fact it is a complicated challenge for administrators and faculty at universities throughout the United States. Architectural programs are somewhat unique. In addition to the traditional means of assessment (i.e. testing) the subjective nature of the design studio projects provide challenges and opportunities for both students and faculty. Portfolios, always hallmarks of architectural programs, are now being considered as assessment tools in many more traditional liberal arts programs. Accreditation agencies are requiring university, colleges, and departments to provide assessment plans, goals, and measures by which to be assessed.

Problems Encountered in the Assessment of Architecture Design Studio

“…Assessment is very critical in programs' accreditation, in which each accreditation system identifies or defines assessment specifically and requires universities, colleges, and programs to provide assessment plans (Petry, 2002). For effective learning, where students feel challenged, it is essential to appraise students' knowledge, skills, and cognitive strengths and weaknesses.…”