A Focus on Pedagogy

Abstract

This paper will explore the pedagogy developed for Tectonics a module that serves as an introduction of construction and structures to students from Architecture, Construction Engineering Management, and Commercial Management and Quantity Surveying. Under the premise of the Architect-Maker, the slogan of our School of Architecture, the challenge was on how to make a transdisciplinary module that would adapt to different points of view for the first and second semester. During the first semester, students had to adopt the point of view of building contractors over a given case study, and the same teamwork that is experienced in the reality was translated in the first coursework brief, which inquiry was How did they build it? During the Second Semester, students had to adopt the point of view of a structural engineer and offer as a mode of consultancy a report over a given case study, to explain Why this structure is standing? This module has existed since the foundation of the School of Architecture at Loughborough University, it was originally delivered only for Architecture students, with a cohort of around 50 students. This had changed in the last three years, and nowadays, the Architecture student represents the minority of the cohort. Having this last year, a cohort of over 200 students, fewer allocated staff to support with tutorials, the ongoing restrictions for Laboratory sessions and room capacity due to the COVID pandemic transition, and the pressure to offer content accessible and clear to new students that had no prior A level exams, was crucial and was my main duty as a Module leader. There was a total overhauling of the Module content, making Lectures, Coursework, Pre-recorded sessions, and the exam was subject to review. Tectonics yet was the desired challenge, a module that required patience, coordination, and passion for teaching.