Pedagogy 2025

Abstract

An emerging trend in academic accreditation is to assess student performance beyond traditional learning outcomes. In 2020, the National Architectural Accrediting Board (NAAB) added program objectives, augmenting the student criteria used to evaluate evidence of compliance with accreditation standards. The added program objectives reinforce the significance of the growing trend and present a unique pedagogy challenge for university faculty. Faculty must identify beneficial content and experiential learning opportunities for students outside of existing curriculum parameters. In January of 2020, the University of the District of Columbia’s Master of Architecture program received its first 8-year accreditation based on NAAB’s 2014 criteria. Based on the updated 2020 criteria, UDC’s architecture faculty reviewed the new program requirements and developed a plan to help provide students with necessary information to expand their knowledge. Highlighted topics included career pathways, design, ecological knowledge, history and theory, research and innovation, leadership and collaboration, learning and teaching culture, and social equity and inclusion. Special guest lectures commonly given during the architecture department town halls are excellent opportunities to provide students with professional advice and guidance. In addition, UDC also has referenced the National Academy of Construction’s (NAC) Executive Insight Committee’s extensive body of knowledge curated by a team of nationally recognized professionals in the Architecture, Engineering and Construction (AEC) industry. Since 2018, NAC has developed not only over 200 executive insights but also podcasts and webinars, all of which have been made available without charge to the public. This information bridges academia and practise and is considered an invaluable resource and a new pedalogical approach for assessment beyond traditional student learning outcomes.