Teaching and Learning in Studio Units at CEPT University - Pedagogic Philosophy

1. Teaching and Learning in Studio Units at CEPT University
Teaching and Learning Center, CEPT University
Pedagogic Philosophy
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2. A professional :
• is an individual with special knowledge and skills, which are acquired by training
• who is certifiably proficient
• who is prepared to apply the knowledge and skills in the interest of others
• who is disciplined and adheres to high ethical standards
‘A profession is a disciplined group of individuals who adhere to ethical standards and hold themselves out as, and are accepted by
the public as possessing special knowledge and special skills in a widely recognized body of learning derived from research,
education and training at a high level, and who are prepared to apply this knowledge and exercise these skills in the interest of other.’
Professions Australia, 1997
CEPT’s programs are focused on training professionals tlc@cept.ac.in
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3. The training of professionals is complete only after apprenticeship
The objective of CEPT’s UG Design Programs is to build ‘apprenticeship ready
graduates1’...
...not ‘practice ready professionals2’
1: graduates, who are well prepared to apprentice with experienced professional; graduates who can quickly learn
on the job and evolve into high quality professionals themselves
2: professional, who can deliver high quality, technically reliable and professionally sound services to their clients
When is the training of a professional considered complete? tlc@cept.ac.in
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4. It is a myth that Universities produce well-rounded graduates with equal abilities…
The building & design world poses a vast range of design and planning problems…
…and requires graduates with different abilities and motivations.
As a University, we should support students in choosing their professional directions…
1. By not expecting our graduates to all be proficient at everything
2. By having a curriculum and program that allows students to choose a course of study
that matches their temperament and preferences
Our curriculum should be more like an ‘a-la-carte menu’ than a ‘fixed thali’
Should CEPT aspire to train well-rounded graduates? tlc@cept.ac.in
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5. Should CEPT focus on the quality of teaching … or the quality of learning?
Teaching and Learning …..Both are important, but effectiveness of teaching is only
evident in what students are learning...
...and what students have learned can only be seen in what they are able to do....
...in their work, in the outcome of the learning...
nothing else.
tlc@cept.ac.in
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6. Should the quality of our graduates be based on…
a) What they say about themselves?
b) What their teachers say about them?
c) How they behave?
d) What they are able to do – their portfolios?
With what do we compare the quality of work of our graduates?
What is the best measure of the quality of our programs? tlc@cept.ac.in
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7. Examples of globally comparable high quality of student work
For comprehensive surveys, see:
1. The Atlas of Places: http://atlasofplaces.com/filter/Academic
2. Archiprix: http://www.archiprix.org/2017/
For reputed schools, see:
1. Bartlett, London: https://www.ucl.ac.uk/bartlett/architecture/
2. AA School, London: http://www.aaschool.ac.uk/PORTFOLIO/PROJECTSREVIEW/index.php
3. ETH, Zurich: https://www.arch.ethz.ch/en/departement/profil/jahrbuch.html
4. Syracuse Architecture: https://soa.syr.edu/programs/undergraduate/student-work.php
5. Cornell University: https://aap.cornell.edu/academics/student-work
6. Rice University: https://arch.rice.edu/projects/studio-work
tlc@cept.ac.in
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8. Home Is Where The Harvester Is, Salton Territory, California
AA School of Architecture; Intermediate level
tlc@cept.ac.in
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9. Past Resonances & Future Anticipations, Brooklyn
University of Westminister; Intermediate level
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10. Prachi Nagar
Through Assembly- “SEA” Assembly
Assembly based interior design practices - CEPT PROJECTS: L3 BID
tlc@cept.ac.in
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11. Studio
Conservation & Regeneration
Architectural Conservation CEPT PROJECTS: L4
tlc@cept.ac.in
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