COMMON STUDENT NEEDS

STUDY EFFICIENCY VS COMPLEXITY

Architecture students usually start their studies straight from school. Some students might have had some art and design at school, but most students had very limited experience with three-dimensional design, let alone architectural design. For most students, experiencing the complexity of architectural design is overwhelming. Most students would benefit from a foundation course that introduces them to the fundamentals of design and architecture more gently while enhancing relevant technical skills.

For many students it is a revelation when they are introduced to the contextuality of architecture. It represents a fundamental change in their perception of architecture, from an object-oriented understanding motivated by exterior aesthetics to a multi-layered, holistic and spatial perception of architecture.

While it is an exciting journey for many, it also can create pressure and occasional confusion for some students. Some may struggle with the challenges ranging from site analysis, environmental and infrastructure considerations, choice of construction and materiality, to the iterative, exploratory design process to deal with combining thought processes, brainstorming, critical analysis with simultaneous hands-on engagement, exploration and testing through sketching and modelling is a challenge for many.

A common sight is beginners mulling over an idea or concept, trying to come up with a solution before they spoil the clean sketchbook page. In addition, the multiple aspects of the preparatory work such as location and context analysis, customer needs, organizational charts, precedent study, feasibility study, etc. can drain energy and enthusiasm from the design process.

An effective way to overcome such deadlocks is:

1. To break down processes into smaller, more manageable chunks.
2. To demonstrate. Let the students observe how you, as a trained architect, would approach and carry out the task.
3. To in enact design, to let students enjoy free design, followed by analysis and reflection: what have I designed and why, and could it be an appropriate design solution?

These methods are not only useful in the early years of studies. Even seasoned architects may at times struggle to enter in the design process due the complexity of a task.   

TIME MANAGEMENT 

Time management issues arise in relation to the previous challenges of learning efficiently and effectively. When I ask students at student council meetings about their biggest challenges, time management has been at the top of the list for many years.

There are several reasons for problems with the evaluation deadlines, the final exams and the submission.

Distraction:

First, the mass of novel experiences, especially at the international level, can be a distraction. Staying away from the family and the usual routines at home, navigating student life, looking after yourself responsibly and finding a healthy balance between your studies and private life are significant challenges. Plus, the distractions and comforts of college life, with plenty of freedom and long stretches without summative assignments.

Assessment Density:

The accumulation of assessments and submission towards the end of a semester is a common problem.

Mental Pressure: Occasionally there are underlying and undiagnosed mental issues or learning disabilities can exacerbate these challenges. Students with neurodiverse disorders can easily feel overwhelmed when they must switch focus, method, and format from task to task, which is often challenging even for neurotypical students.

Exhaustion: Studies in architecture are notorious for competitiveness, and the dynamics of peer-pressure in a studio environment where students observe each other’s progress can lead to stress and ultimately to exhaustion.

Measures to counter time management problems  

Avoiding over-assessment: To address this issue, assessment scope and strategy must be regularly revised and monitored, to avoid over assessment. Complementary assessments, assessments as parts of a holistic assessment outcome, is a very effective way to reduce assessment workload, for students as well as teachers.

E.g., a history and theory assignment can provide the theoretical grounding for a design project. A technology assignment can be the technological solution for a design project etc.

Phasing of assessment deadlines: The collaboration on a coherent and phased assessment plan is crucial to avoid the accumulation of assessments. For some assessment types such as journals, can be assessed in smaller units.

Student feedback: A standing item in staff students committee meetings must be the students’ feedback on assessment scope and workload. Student feedback as instrumental to shape a balanced assessment strategy.   

Assessment calendar: Having an overall assessment calendar, for students and teachers to have a clear understanding when and which assignment Is due. Ideally having one week between major assessments helps students to focus and supports the quality of outcomes.

Coherent communication: Students need to be regularly reminded about rules and regulations. Highlighting these helps to alert students on the risks of late submissions.