Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
UNL Faculty Course Portfolios
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Date of this Version
5-31-2024
Document Type
Portfolio
Abstract
This portfolio examines a third-year architectural design studio that emphasizes the development of designs that consider site and context. As part of a four-year sequence to gaining a Bachelor of Science in Design, this studio takes on a critical discourse of the impact designs may have on the environments they inhabit, the community of people that they interact with, and the cultures and practices followed within a region. This research examined how different modes of teaching could help with building narratives and identifying the measurable impact a design would have on its environment, community, and culture through repetition of verbal and visual communication and self-assessment of a finalized design. The results show that the use of post-presentation self-assessments can effectively impact the quality of learning and provide a critical step for students to develop their verbal and visual presentation skills to communicate their work effectively.
Included in
Cultural Resource Management and Policy Analysis Commons, Curriculum and Instruction Commons, Environmental Design Commons, Higher Education Commons, Higher Education and Teaching Commons, Historic Preservation and Conservation Commons
Comments
Copyright 2024, Matthew D. B. Miller. Used by permission