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Architecture Education: Issues In Assessment

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Technical Issues in Arch. Engr.

Page Count


Page Numbers

7.222.1 - 7.222.8



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Paper Authors

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Elizabeth Petry

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 2306

Architecture Education: Issues in Assessment

Elizabeth Petry, AIA

Assistant Professor and Assessment Coordinator

University of Hartford


Architectural education has always been a complicated issue. "To prepare students to meet the complex demands of the profession, the degree focus and structure as well as the curriculum must facilitate the relationship between general education and specialized study." In 1996, Thomas Fisher, dean of the University of Minnesota, noted, architects must "assimilate large amounts of disparate information and find ways to order it and apply it to particular settings." Boyer and Mitgang concluded in Building Community: A New Future for Architecture Education and Practice, "that architectural education is really about fostering the learning habits needed for the discovery, integration, application, and sharing knowledge over a lifetime."

These are only some of the many challenges facing the academy. Continual assessment of the successes and challenges of any program are essential to its thriving.

The University of Hartford’s Architecture Program is based on the blending of academic-based theoretical studies with industry-based problem solving. Our practice oriented architecture program has developed and implemented an innovative assessment plan. The goals and objectives are clearly defined. Learning experiences and assessment measures are both traditional and innovative. These innovative approaches will serve as a model to other disciplines.

Assessment Overview

Educational assessment is generally considered a method of evaluating student performance and attainment. Although this may sound relatively simple in fact it is a complicated challenge for administrators and faculty at universities throughout the United States. Architectural programs are somewhat unique. In addition to the traditional means of assessment (i.e. testing) the subjective nature of the design studio projects provide challenges and opportunities for both students and faculty. Portfolios, always hallmarks of architectural programs, are now being considered as assessment tools in many more traditional liberal arts programs. Accreditation agencies are requiring university, colleges, and departments to provide assessment plans, goals, and measures by which to be assessed.

Proceedings of the 2002 American Society for Engineering Education Annual Conference &Exposition Copyright © 2002, American Society for Engineering Education

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Petry, E. (2002, June), Architecture Education: Issues In Assessment Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11084

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