Mr Jamie Halsall Email: j.p.halsall@hud.ac.uk Curriculum Design for Sustainable Architectural Studies International Seminar on Theorizing Sustainable Building Design 12 th August 2009

Introduction Higher education Widening participation Skills and experiences Teaching style Ramsden (2003, p.3) notes that universities today are a business to suit ‘ customer needs.’ Transformation in higher education ideologies

Higher education

Widening participation

Skills and experiences

Teaching style

Ramsden (2003, p.3) notes that universities today are a business to suit ‘ customer needs.’

Transformation in higher education ideologies

“ [in]…the field of higher education, there have been changes in the community and its position in the world at large. The extension of educational opportunity in the schools and the widening of the desire for higher education on the part of young people have greatly increased the demand for places.” (Robbins, 1963, pp.4-5) Introduction

“ [in]…the field of higher education, there have been changes in the community and its position in the world at large. The extension of educational opportunity in the schools and the widening of the desire for higher education on the part of young people have greatly increased the demand for places.”

(Robbins, 1963, pp.4-5)

“ Tensions arise especially from the requirement to do more with less - to teach more undergraduates, to supervise more research students, to get those students through their degree more quickly.” (Ramsden, 2003, p.4) Introduction

“ Tensions arise especially from the requirement to do more with less - to teach more undergraduates, to supervise more research students, to get those students through their degree more quickly.”

(Ramsden, 2003, p.4)

Learning Approaches Surface Approach “ . ..arises from an intention to get the task out of the way with minimum trouble while appearing to meet course requirements...” (Biggs, 2002, p.14) Deep Approach “ ...the task appropriately and meaningfully, so the student tries to use the most appropriate cognitive activities for handling it.’ (Biggs, 2002, p.16)

Surface Approach

“ . ..arises from an intention to get the task out of the way with minimum trouble while appearing to meet course requirements...”

(Biggs, 2002, p.14)

Deep Approach

“ ...the task appropriately and meaningfully, so the student tries to use the most appropriate cognitive activities for handling it.’

(Biggs, 2002, p.16)

Curriculum Gold et al (1991, p.193) notes ‘designing and delivering an effective curriculum is the most important professional responsibility for’ a university lecturer Curriculum is characterised by knowledge in the subject area and followed by a framework of standards

Gold et al (1991, p.193) notes ‘designing and delivering an effective curriculum is the most important professional responsibility for’ a university lecturer

Curriculum is characterised by knowledge in the subject area and followed by a framework of standards

Curriculum Stefani (2002, p.40) points out “curriculum design and development…provides transparency for our students regarding the intended learning outcomes for any course or programme, and the more clear we can be in aligning, our assignment strategies and processes with the intended learning outcomes for any course or programme.”

Stefani (2002, p.40) points out “curriculum design and development…provides transparency for our students regarding the intended learning outcomes for any course or programme, and the more clear we can be in aligning, our assignment strategies and processes with the intended learning outcomes for any course or programme.”

Constructive Alignment The curriculum that we teach The teaching methods that we use The assessment procedures that we use, and methods of reporting results The climate that we create in our interaction with students The institutional climate, the rules and procedures we have to follow (Biggs, 2002, p.26)

The curriculum that we teach

The teaching methods that we use

The assessment procedures that we use, and methods of reporting results

The climate that we create in our interaction with students

The institutional climate, the rules and procedures we have to follow

Learning Outcomes Teaching for Learning Assessment Type Evaluation/Realignment for next cycle of learning Reflection and evaluation processes during module Constructive Alignment ‘ joined up’ practice Source: Schofield, 2005

Sustainable Architecture Design Sustainable development Considered as the ‘new dictum’ (Glasby, 1995, p.68) 1987 the Bruntland Report 1992 the Rio effect 2002 the Johannesburg contribution 2006 the Stern Review Shifting terminology of sustainable development to climate change

Sustainable development

Considered as the ‘new dictum’ (Glasby, 1995, p.68)

1987 the Bruntland Report

1992 the Rio effect

2002 the Johannesburg contribution

2006 the Stern Review

Shifting terminology of sustainable development to climate change

Themes in the Curriculum Theories of Sustainable Architecture Sustainable Design in Practice Leading Practitioners Techniques and Technologies

Theories of Sustainable Architecture

Sustainable Design in Practice

Leading Practitioners

Techniques and Technologies

As Savin-Baden (2000, p.3) notes “Students work in groups or teams to solve or manage these situations but they are not expected to acquire a predetermined series of ‘right answers. Instead they are expected to engage with the complex situation presented to them and decide what information they need to learn and what skills they need to gain in order to manage the situation effectively.” Problem-based learning

As Savin-Baden (2000, p.3) notes “Students work in groups or teams to solve or manage these situations but they are not expected to acquire a predetermined series of ‘right answers. Instead they are expected to engage with the complex situation presented to them and decide what information they need to learn and what skills they need to gain in order to manage the situation effectively.”

Problem-based learning Students work in groups Answer particular questions to develop subject engagement Problem-based learning focuses on particular problem scenarios

Students work in groups

Answer particular questions to develop subject engagement

Problem-based learning focuses on particular problem scenarios

Conclusion Diversity, Equality and Participation Ideologies of the University: Traditionalism Social reconstructionism Progressivism Enterprise To provide students with transferable and vocational skills to contribute to the ‘ideology of economic renewal’ (Collier, 1982, p.13).

Diversity, Equality and Participation

Ideologies of the University:

Traditionalism

Social reconstructionism

Progressivism

Enterprise

To provide students with transferable and vocational skills to contribute to the ‘ideology of economic renewal’ (Collier, 1982, p.13).