Diversity in architecture training – Experience of AAU on student-centered approach in teaching

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

DIVERSITY IN ARCHITECTURE TRAINING –

EXPERIENCE OF AAU ON STUDENT-CENTERED

APPROACH IN TEACHING

TS. KTS. LEÂ THÒ THU HÖÔNG

KTS. PRIMA VIRIYAVADHANA

Tröôøng ÑH Assumption – Thaùi Lan

Abstract

Literature review shows that student-centered approach in education has been used

widely in many universities and schools nowadays. In line with this trend, the

approach has been applied from time to time at the Montfort del Rosario School of

Architecture and Design, Assumption University, Thailand (AAU). The students of

AAU have actively involved in several activities at school, both academic and non-

academic, which aim to develop their knowledge and experience in the study field in

accordance to their interest, ability and personality. By sharing its experience on

student-centered approach in architecture training, AAU also expects to learn the

experience and view of the wider architectural community, including both educators

and practitioners, to move forwards in this trend.

Keywords: student-centered, architecture training, AAU.

1. Introduction

The School of Architecture of Assumption University (AAU), the former name of

Montfort del Rosario School of Architecture and Design, was established since 1997

to produce highly creative, versatile, and professional architects and designers through

curriculums integratingmanagement and marketing disciplines as well as training

inprofessional practices. Its vision is to be the leading international school of

architecture and design in the region that operates within a diverse and international

community.

As Assumption University is an international university, the students who enroll in

AAU each year are varied in terms of nationality, culture,background, as well as

capacity for learning architecture and design programs. Figure 1 and 2 show the

diversity of students at AAU from 2006 to 2015including 4 programs: Bachelor of

Architecture, major in Architecture; Bachelor of Architecture, major in Interior

26

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

Architecture; Bachelor of Fine and Applied Arts, major in Interior Design; and

Bachelor of Fine and Applied Arts, major in Product Design.

Figure 1: Ratio of Thai and International Students in 2006-2015 - Source: AAU

Figure 2: Ratio of Thai and International Students in 2006 – 2015 - Source: AAU

27

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

As architecture is an integrated study of art, science andtechnology, these three

elements are considered importantfactors in the teaching and learning activities at

AAU, withthe emphasis on current and future multi-disciplinaryapproaches, especially

conceptual design approach whichenhances student’s creativity, individual differences

andself-learning ability. Along with this line and in the context of diversity among the

students, the school has gradually shifted to the student-centered approach in teaching

and learning in order to accommodate the different interests and abilities of students

while, to a certain extent, ensuring equal quality of students when they graduate.

This paper, therefore, aims to share the experience of AAU, although still limited, on

the teaching and learning activities in this shift. The concept of student-centered

approach in education and training has been shortly reviewed and the experience of

AAU on this approach is divided into two sessions including teaching methods and

student activities.

2. Student-centered approach inarchitecture training

Student-centered approach in education, or student-centered learning (SCL), is not

new in the literature review. Being different from the traditional ways of teaching

where teacher provides lectures to student, this approach includes the teaching

methods that shift the focus of instruction from the teacher to the student who will play

an active role in learning process. In contrast to lecture-based learning, active learning

methods attempt to create a moreengaging learningenvironment that requires students

to develop critical thinking and problem solving skills.Usage of the term "student-

centered learning" may also simply refer to educational mindsets or instructional

methods that recognize individual differences in learners. In this sense, SCL

emphasizes on the students’ interests, abilities, and learning styles, placing the teacher

as a facilitator for their learning¹.

In the field of architecture training, the SCL in design studios deals with the way

individual students can build knowledge through the visual senses and learn by doing

the design projects. The learner-centered characteristics such as self-discovery,

learning from previous examples, and active learning are typically exemplified in the

design studio culture².In the architecture science subjects, one effective method is

hands-on experiment in which thestudents have to engage in doing the real

experiments by themselves or in the form of group work. For instances, the exercises

for students may include observing shading devices of the buildings, measuring the

¹https://en.wikipedia.org/wiki/Student-centred_learning

²Lueth, P. L. O. (2008) The architectural design studio as a learning environment: a qualitative

exploration of architecture design student learning experiences in design studios from first- through

fourth-year. Retrospective Theses and Dissertations. Iowa State University.

28

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

surface temperature of various surface color and texture under the sun and heat,

observing the daylighting performance in architectural spaces, etc.³

3. Student-centered approach in teaching methods: Experience of architecture

program at AAU

As students are the center of teaching, all AAU programs place their benefits for sake

of the students. Since the enrolled students at AAU have different background and

drawing skill, the school provides an Intensive Workshopof 10 days as a skill-

bridging program for all new students (Figure 3).

Figure 3: Intensive Workshop as a skill-bridging program for all new students

Source: AAU

More importantly, AAU provides a monitoring system - student’s portfolio and

advising day - to keep records of the student’s study results and designprojects:

 Student’s portfolio: Students are required to keep an updated portfolio oftheir

design projects and will be askedto submit their portfolio at the end of each

semester to the school.The portfolio should be neatly organized in

chronologicalorder and include thorough written descriptions, images,and

photographs which document the design process ofeach project. A well-

designed portfolio is animportant part to help students keep track of all workas

well as document their academic progress and self-development throughout

³Demirbilek N. and Demirbilek O. (2007) Architecture science and student-centered learning. 41^st

Annual Conference of Architecture Science Association, Deakin University.

29

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

their

architecture

study.

(See

example

at

https://issuu.com/boonyaweetosakulchai/docs/portfolio )

 Advisory system throughout the study period: A school-wide advising day is

organized before every semester for the students to update their study results

with their academic advisor and consult aboutstudy plan and course registration

for the following semester.

Regarding the teaching activities, the student-centered approach has been integrated in

several courses including design courses, theory courses, as well as thesis preparation

courses:

 Structure of Architectural Design I-VII courses:Typically, each studio

project includes site visit (for the students to work on practical site), lectures,

desk critiques, mid-review and final presentation. After the site visit, the

students need to do site analysis which also includes the user analysis based on

their observation and interaction with the site and people around the site. They

also need to find case studies of the project typology and explore their design

ideas through different stages under the supervision of the studio lecturers. The

topicand siteof design projects are changed every year in order to avoid

plagiarism in design.

Figure 4: Group discussion and studio presentation atmosphere - Source: AAU

 Theory courses: more than 50% of the annual total courses provide fieldtrip

for the students to learn from practice (Figure 4). The hands-on exercises are

provided in some courses such as Design and Build Studio, Environmental

System I and II, Fundamentals of Site and Landscape Planning, Fundamentals

of Urban and Regional Planning, Methods of Research and Data Processing,

and so on. Teamwork for mixed-nationality groups are also common in many

courses in order to enhance the friendship between Thai and non-Thai students.

These also benefit the students in terms of learning languages and sharing

cultures.

30

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

Figure 5: Design and Build project - Bamboo structure - Source: AAU

Figure 6: Students practise the construction workon the site next to AAU.

Source: AAU

31

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

Figure 7: Fieldtrip at KhaoYai for Fundamentals of Site and Landscape

Planning course - Source: AAU

 Architectural Thesisis divided into two parts for two semesters. Semester I

(Pre-Thesis) is focused on researching data including collection of all relevant

facts for clarifying the thesis topic, analysis of information for narrowing down

the thesis scope and specifying the thesis direction. Semester II (Thesis) takes

on architectural design project including conceptual design, design

development, and architectural implication that respond to spatial qualities,

social environment, buildingtechnology, etc. In addition, in order to complete

the thesis at AAU, all students are required to produce

a

publicationaccumulating thesis projects and publicly exhibit their works at the

Thesis Exhibition day organized outside the school.

Figure 8: Pre-Thesis and Thesis presentation - Source: AAU

Besides, in order to ensure teaching and learning quality, the school provideswell-

equipped facilities for both lecturers and students. There are wide range and

convenient facilities for students to learn theory courses as well as do their design

projects like lecture rooms, studios, library, computer station, printing station, lighting

and energy laboratory, material room, research room, mini-theater, exhibition hall,

woodshop, etc (Figure 9).

32

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

Figure 9: AAU facilities for teaching and learning - Source: AAU

4. Student-centered activities at AAU

4.1. Academic activities

In addition to regular teaching and learning activities, AAU also organizes several

activities which aim tobring more knowledge, experience, as well as social interaction

to the students, such as (Figure 10 to 12):

 Student Development Activities: annual in-house exhibition, ASA exhibition,

thesis exhibition (public), open-house exhibition, etc.

 Lecture Series: in-house and guest lectures on several topics. The guest

lecturers are well-known national and international architects, artists, designers,

etc. who have won the awards in the architecture and design field.

 Annual Vertical Competition: warm-up activities at the beginning of each

year that enhance creativity of students by fun, such as W2 (Wear x WOW),

Doomsday 2012, Happy New Year - Happy New You, Go Glow, Beyond a

Bike.

 Community services: in order to enhance the collaboration between the school

and students with the communities, AAU organizes several activities that

benefit the community and people around, such as Design for Life, Design for

Hope, Universal Design for community, and so on. These activities are

33

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

integrated into the teaching courses and the students actively join from

beginning.

 International studies:

- International fieldtrips open for all students: 2010 Shanghai World Expo;

2011 Mini Expo Yeosu, South Korea; 2013 Tokyo and Yokohama.

- International studies/workshops for senior students (third and fourth year):

2105 Asian Coalition for Architecture and Urbanism- Tongji Workshop on

“Everyone’s Country Park”; German International Studies 2013, 2014,

2015.

Figure 10: ASA Exhibition and Thesis Exhibition - Source: AAU

Figure 11: Community service: Universal Designfor Bang Bo sub-district

Source: AAU

34

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

Figure 12: International Fieldtrip - Source: AAU

4.2. Enhancing school life of students

In addition to the teaching, learning, and academic activities, AAU establishes student

council and student clubs on the basis of nomination and volunteer of students. These

council and clubs work closely with the school and university and regularly organize

several activities benefiting students in different ways, including entertainment,

pleasure, networking, etc.(Figures 13 and 14):

 Student Council: The Student Council of AAU consists of representatives

from each year thatare elected by the student members. The

studentrepresentatives communicate with their fellow students,bring any issues

to the council, and contribute to the Schoolactivities.

 International student club: The International Students Club is a student-

organized group that helps connect foreign students and providecultural support

in settling down and adjusting to the Thaisurroundings.

 AU Clubs: Assumption University also overs a variety of student clubsand

groups to explore personal interests and meetfellow students from other schools

across campus.

Figure 13: AAU Relationship camp - Source: AAU

35

Hội thảo “Đào tạo Kiến trúc & các ngành Thiết kế, Xây dựng trong xu hướng toàn cầu hóa “

_________________________________________________________________________________________

Figure 14: AAU Charity camp - Source: AAU

5. Conclusion

As student-centered learning is important approach in education nowadays, the

Montfort del Rosario School of Architecture and Design, Assumption University,

Thailand (former name is AAU) has integrated it in the teaching methods through

different ways. So far, AAU has achieved certain success on this approach and the

school’s experience shows that in order to enhance student-centered learning, it is

necessary to create a tight relationship between lecturers and students from the early

years of their study. This helps the students be more confident to talk to lecturers,

share problems with initial solutions if possible,and freely express their interest,

opinion, and expectation in learning.Building this relationship as well as confidence

for students also requires a great effort of all lecturers and the school in general.

36