Practicing What We Preach: Using Professional Degree Principles to Improve HRIR and Management Teaching

Many of the central principles of professional degrees taught to HRIR and business school students-putting theory into practice, knowing your customers, benchmarking against best practices, and using diverse toolkits for problem solving-are equally valid for the practice of teaching HRIR and business courses. Learning theory needs to be put into practice in the professional classroom, instructors must understand students and their diverse learning styles, teaching practices should be benchmarked against best practices, and instructors need to develop teaching toolkits for creating effective courses. As teachers of professional students, we should practice what we preach.

Old School Catalog 1909-10, The Department of Law

https://scholar.valpo.edu/oldschoolcatalogs/1020/thumbnail.jp

Assessment for learning in architectural design programmes

This paper compares the learning and teaching strategies practised in the programmes of the Architectural Subject Group at the University of Northumbria with best practices of assessment (‘Assessment for Learning’) as promoted by the Centre for Excellence in Learning in the same University. These best practices are grouped under the umbrella concepts of ‘Assessment for Learning’ and comprise six key criteria which can be paraphrased as; authenticity and complexity in methods of assessment; use of summative assessment as the main driver for learning; extensive opportunities to develop and demonstrate learning; rich in formal feedback; rich in informal feedback; developing students’ abilities to direct their own learning, evaluate their own progress, and support the learning of others

Agile methods for agile universities

We explore a term, Agile, that is being used in various workplace settings, including the management of universities. The term may have several related but slightly different meanings. Agile is often used in the context of facilitating more creative problem-solving and advocating for the adoption, design, tailoring and continual updating of more innovative organizational processes. We consider a particular set of meanings of the term from the world of software development. Agile methods were created to address certain problems with the software development process. Many of those problems have interesting analogues in the context of universities, so a reflection on agile methods may be a useful heuristic for generating ideas for enabling universities to be more creative

Designing Local Food Systems: Results from a Three-Year Pilot

A Redesigned Course Employing Blended Delivery, a Flipped Format, and Modified Mastery Learning with a Buffet Approach to Assign Final Grades Was Used to Teach Engineering Design to Approximately 25 Dual-Level (Juniors, Seniors, and First Year Graduate) Students Pursuing Baccalaureate Degrees in Environmental, Civil, or Architectural Engineering or a Graduate Degree in Environmental Engineering. the Course Replaced a Traditional Pedagogical Format that Used Lecture-Discussion Augment with Extended Homework Assignments and a Semester-Long Design Project, Which Focused on the Content of Designing a Wastewater Treatment Plants. the Redesigned Course Uses the Engineering Design Process to Improve the Local Food System, Which Includes Aspects of Sustainability and Life Cycle Principles of Water, Carbon, and Nutrients. Spanning the Full Impact of COVID-19 (Spring Semester 2020 Initial Disruption and Movement to Remote Learning; Spring 2021 Online Instruction; and Spring 2022 a Return to Face-To-Face Instruction), This Paper Describes: A) Details of Course Pedagogy; B) Details of Course Content; and 3) Outcomes from Three Course Offerings over a Period of Three Years to 84 Students. Attributes of This Course Described in This Article, Include: 1) Students Completed Lecture Content Mapped Closely to the Environmental Engineering Body of Knowledge (EnvEng BoK) and the Design Criteria Described by the Engineering Accreditation Commission (EAC) of ABET Inc.; 2) Students Prepared Podcasts to Teach Design Principles to Specific Audiences (I.e., High School Students, Peers, and Public Officials); and 3) Students Worked Independently and in Small Groups to Perform Term-Length Design Exercises. a Unique Aspect of This Course Included Interdisciplinary Involvement of Faculty from Environmental Engineering, University Extension, and Nursing to Provide Both Breadth in How to Engage with Communities for Design (I.e., from a Nursing Perspective) as Well as Depth in How to Understand and Consider Local Food Systems (I.e., from a University Extension Perspective)

Problem based learning in architectural education

There is limited published research and discussion on pedagogical approaches in architectural education. Problem (or Project) Based Learning is used successfully in other professional disciplines, and, consequently, there have been attempts to utilise the same pedagogical approach in architectural education. This paper critically reviews PBL implementations at the Faculty of Architecture, Technical University of Delft (TUDelft), Netherlands and the De-partment of Architecture, University of Newcastle, New South Wales, Australia and draws general conclusions about the implementation of PBL in architecture and particular recommendations with respect to the teaching of architectural computing

Community design studio: a collaboration of architects and psychologists

The 'Community Design Studio' was a programme of collaboration between two courses, one in architecture and the other in environmental psychology. It aimed to generate a creative dialogue identifying responsible and professionally informed plans for the renewal of an inner city area in Glasgow (Govanhill) in which community participation was an essentialingredient. The collaboration took the form of architecture students, as designers and environmental psychology students as consultants, communicating electronically between Guildford (University of Surrey) and Glasgow (University of Strathclyde) and then meeting for on-site project work in London and Glasgow. The local community in Glasgow was the client for the architecture students, as the commissioner of ideas for neighbourhood regeneration. This interdisciplinary collaboration took place over nine months and generated educational, social and professional capital and challenges for both groups of young professionals. It involved long-distance collaboration through a virtual-studio with limited direct contacts; the responsibility of dealing with a 'real' client; and the cultural diversity of the two disciplines with different curricula, philosophy, teaching styles and learning outcomes. This experience also suggests potential ways to overcome the obstacles encountered in professional/community as well as inter-disciplinary collaboration and cooperation, and advocates the educational and social utility of such collaboration