Holistic design pedagogies
BSc Bouwkunde curriculum renewal experiences
R.M. Rooij (TU Delft - Spatial Planning and Strategy)
W.J. Quist (TU Delft - Heritage & Architecture)
Elise van Dooren (TU Delft - History, Form & Aesthetics)
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Abstract
This practice paper deals with the curriculum renewal of the Bachelor’s Bouwkunde program of the Faculty of Architecture and the Built Environment, TU Delft. It focuses on design education as a form of CBL and its pedagogical fundamentals in particular. The paper describes the program and the intentions for curriculum renewal, followed by an explanation of the new learning objectives and assessment strategy. Finally, it touches upon the team development process and lessons learned so far.
Holistic learning objectives and a holistic assessment strategy were developed to foster the curriculum renewal objectives and accommodate the integrative nature of design, design thinking, and design education. The design program’s learning objectives are based on four strongly related skills that were further detailed for every course: position, knowledge, research, and communication. To do justice to the importance of coherence and interaction between these four different parts, design needs to be assessed holistically. At an abstract level, aspects that count for all spatial designs were formulated, no matter how different they appear in various design outcomes: coherence & meaning, correctness & elaboration, communication, and research. However, they are strongly connected and are hard to assess independently.
In the academic year 2024-2025, the renewed learning objectives and assessment strategy are used in education practice. We expect these will help to address the essence of developing and assessing (design) proposals to intervene in complex systems. Its use will be actively monitored, and the outcomes will be used to improve next year’s curriculum.
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