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Curricular Planning Of Upgrading The Practical And Professional Competence Of Architectural Students In Technological Colleges

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Practice/Partnership/Program Issues

Page Count

16

Page Numbers

9.363.1 - 9.363.16

Permanent URL

https://peer.asee.org/14078

Download Count

13

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Paper Authors

author page

Tsung-juang Wang

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

Session number: 1106

Curricular planning of upgrading the practical and professional competence of students in Technological Colleges

Tsung-juang Wang

Department of Architecture National Taipei University of Technology

Introduction

It is expressly provided that technology colleges shall have the incubation of advanced technology talents as their goals in the draft of Republic of China (ROC) Technology Occupational Colleges. However, as the technology advances by second, the modern society undergoes rapid transitions, and the demands of the manufacturing industry changes at a snap (Cheng, 2003; Chang, 2001); curricular planning requires readjustment at any minute to cope with the needs of the time (Foray, 1999). In the past, the department-based curricular design appears too rigid and is far away from being flexible, thus fails to adapt to the modern learning environment featuring fast explosion of accumulated information (Wu, 2000; Wiles & Bondi, 1979). Students attending technology colleges come from different backgrounds. In a time having emphasis on diversified entrances in the wave calling for reformation of education, the trained capacities of the students before entrance shall be respected (Mohr, 2003; Miller, 1996). Students shall be allowed to have free choice of the subjects for studies in the college depending on the individual learning scope. The flushed type of equity of learning and the department-based curricular design of the professional learning shall be waived to give away for considering the trained capacity, aptitude and interest of the individual student (Fierro, 2003). Courses with similar properties shall allow independence for each discipline in seeking the inter-discipline integrated and professional course-based curricular design for the students to have options of courses from different disciplines by taking individual interest and abilities into consideration, thus to achieve the purpose of fully utilization of the social and the academic resources for the construction of an inter-discipline and multiple professionals oriented curricular design (Hawkes, 2001; Teichler, 1949).

Methodology & Approaches There is the inherited and unavoidable time lapse between the preparation education and the graduation in the educational system of technical occupation. There will be a span of one

“Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education"

Wang, T. (2004, June), Curricular Planning Of Upgrading The Practical And Professional Competence Of Architectural Students In Technological Colleges Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/14078

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