KDA422 Theory in Design 1
This unit has been
systematically refined over the past six years in response to innovations in
teaching and learning at Utas, annual review of student learning and of
teaching in the unit and through review of the SETL responses. Changes made
during that time include:
-
clarification of
assessment criteria
-
replacement of
diagram based work with physical and computer model based work
-
introduction of
workshop activities earlier in semester
-
introduction of
WebCT Vista online quiz for assessing comprehension
-
refinement and
clarification of submission requirements in all assignments
-
reduction in the
number of assessment tasks
KDA512 Theory in
Design 2
This unit has been
systematically refined over the past six years in response to innovations in
teaching and learning at Utas, annual
review of student
learning and of teaching in the unit and through review of the SETL responses.
Changes made during that time include:
-
clarification of
assessment criteria
-
reduction in the
number of assessment tasks
-
digital recording
of lectures made available on the web
-
increased time
allowed for writing workshops
-
greater focus on
tutorial support during second half of semester
KDA413 Building Technology in Design 7
Comments in the
School's Accreditation Report in 2000 suggested that students be required to
carry their studio designs through to greater technical resolution. In
response to that a range of additional activities were added to BTD 7,
including modified assignments and increase site visits. SETL results till
2005 were used to determine:
-
The effectiveness
of these changes in enabling greater technical resolution;
-
Student response
to each of the introduced changes
-
The combination of
teaching, assignments, and site visit students found most interesting and
effective.
KDA411 Design Studio
7
There were very few suggestions for improvements from
students. Mostly these related to a lack of time with tutors, although many
noted that we spent more time with students than the schedule allowed. To
improve student feedback within University allocated student/teacher ratios,
this year we have made an effort to structure student learning groups and
encourage peer feedback as a formal part of the studio. We have also limited
group work and co-ordinated groups across DS7 and BTD7 to improve time
efficiency for students. We are also working on stricter time management in
presentations to encourage greater professionalism and to counter the
perception that student presentations were sometimes overly time consuming
and boring. In general, the SETL score for DS7 was high (4.1-4.5).
The lowest score of 3.71 was for the fairness of grading
in work. To address this issue, this year in accordance with University
Policy, we have provided clearer learning outcomes and grading criteria
against each learning outcome for each assignment.
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