Teaching Beyond the Curriculum

Abstract

The rise of text-based AI, epitomized by OpenAI’s ChatGPT, is revolutionizing university-level architectural pedagogy. This paper explores the impact of this technology on essay-based assessments, advocating for an evolution in pedagogical methodologies to meet this new reality. AI presents a bifurcation in architectural pedagogy’s future: a return to analog examination methods fraught with issues like student exam stress and ineffective cramming, or an innovative approach embracing AI’s influence, focusing on assessment of metacognitive and soft skills. The infiltration of AI in academia raises ethical concerns, including blurred authorship lines and equity issues as wealthier students access superior AI tools. Yet, despite these challenges, this study’s relevance is indisputable, emphasizing the continued importance of understanding history, theory, criticism, and precedents in producing meaningful and impactful architecture amidst AI’s upheaval. Drawing on firsthand experience and data from a restructured tertiary level History, Theory, and Criticism course, this paper analyzes student feedback and work quality, offering insights into an AI-integrated pedagogical model that still prioritizes critical thinking and research skills. The paper acknowledges and addresses anticipated resistance from educators and students to such changes. While some may argue for traditional assessment methods or the distinguishability of AI-generated work, the paper proposes a progressive approach, advocating for an acknowledgment of the ongoing revolution and a readiness to adjust pedagogical techniques. As we navigate this changing educational landscape, it underscores the necessity of preparing students for both today’s architectural challenges and the AI-enhanced realities of the future.