| Title |
Investigating Learning Objectives Based Project Management and Evaluation Style of Design Studio Courses in Top Professional Schools of Architecture |
| Keywords |
Design Project ; Learning Objectives ; Project Delivery and Management ; Project Evaluation |
| Abstract |
This study proposes to investigate ways of managing and evaluating studio projects particularly in the foundation and core programs of top professional schools of architecture in U.S.A and U.K. Based on results of analyzing studio projects actually delivered on the 2005/6 academic year, conceptual process models for project management and evaluation are developed respectively as an analytical tool for the study. It is the study’s proposition that both project management and evaluation are essential in improving learners’ professional ability to architecturally think and solve design problems. Data and information on studio project management and evaluation are gathered by off-line and on-line contacts with instructors and Korean students enrolled in each school. Focused interviews with these personnels are successfully performed between Summer and Fall 2006. The results are summarized as follows. First, learning objectives based project management and evaluation are pretty effective in promoting learners’ professional ability in performing works, as each objective is practically realized throughout the learning process. Second, a set of small size projects and partial projects are developed and hierarchically ordered based on program levels and attributes of learning objectives as well. Third, a normal process of delivering studio projects exists that leads to successful performance of learners’ works. Understanding problems, observation/analysis, research/investigation, basic design development are its individual components. Particularly, research activities are common and highly valued in the both foundation and core programs. Both concepts as well as practical principles need to be deeply investigated in the overall process of project delivery, regardless of program levels. This implies that increasing learners’ ability of architecturally thinking is more important rather than simply completing their works. Fourth, project delivery is stimulated and governed by a set of core concepts provided by instructors for learners. Fifth, a basic tool for delivering projects is used for both foundation and core program. Finally, portfolio-based evaluation of projects is essential to effectively mange learners’ work process, satisfying learning objectives as a whole. |