Form Development from 2D to 3D: The Basic Design Courses for Higher Education

2021 ◽  
Author(s):  
Ying‐Yi Hsieh ◽  
Chun‐Ching Chen ◽  
Wen‐Yin Chen
Keyword(s):  
Higher Education ◽  
Basic Design ◽  
Form Development ◽  
2D To 3D

scholarly journals Improving Basic Design courses through Competences of Tuning MEDA

2016 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Rafee Hakky
Keyword(s):  
Higher Education ◽  
Group Discussion ◽  
Basic Design ◽  
Student Centered ◽  
Learning Retention ◽  
Architectural Engineering ◽  
Learning Techniques ◽  
Analysis And Synthesis ◽  
High Level

<p>It is well established that Tuning’s development of the concept of competences for the improvement of what is referred to as student-centered approach has proven itself beneficial in developing higher education programs.<a title="" href="#_ftn1">[1]</a>  This paper examines the application of competences suggested by Tuning-MEDA to the benefit of teaching architecture. Two courses were selected from the Architectural Engineering Program at the International University for Science and Technology, Damascus, Syria; namely, Basic Design I and II. Five competences were selected as crucial to be achieved in these two courses: ability to think, perceive and conceive spaces three dimensionally and communicate verbally, in writing, graphically, and/or volumetrically; have critical thinking, analysis and synthesis; knowledge of aesthetics and arts, and understanding their role as key factors in the quality of architectural thinking and design; possess a high level of interpersonal skills; and appreciation of the social and cultural role of architecture. The two courses are evaluated at two levels before being examined in relation to their ability to achieve these competences. They were looked at in connection with Bloom’s Taxonomy and found to be able to deliver learning at its upper levels; namely, analysis, synthesis, and evaluation. They were also examined against the typical Learning Retention Pyramid and were found to provide learning opportunities through learning techniques which provide a high level of retention: demonstration, group discussion, and practice by doing. Finally, it was found that the five competences assigned to the courses were very much achievable and indeed through applying them, the two courses were more focused and could achieve their objectives more successfully.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ftnref1">[1]</a> Robert Wagenaar, “Competences and learning Outcomes: a Panacea for Understanding the (New) Role of Higher Education?” <em>Tuning Journal for Higher Education</em> 1, no. 2 (May 2014): 279-302.</p></div></div>

The Librarian and the Designer

2013 ◽  
pp. 265-288
Author(s):  
Tomalee Doan ◽  
Melinda McGee
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Learning Environment ◽  
Associate Professor ◽  
Institutions Of Higher Education ◽  
Basic Design ◽  
Learning Spaces ◽  
Dynamic Learning ◽  
Academic Setting

Many institutions of higher education are designing spaces that reflect the established correlation between learning spaces and student achievement, mastery, and retention (Hunley & Schaller, 2006). In this case study of a renovation of an 18,327 square foot business library space into a dynamic learning environment, Melinda McGee, the Interior Designer for the project, and Tomalee Doan, the Associate Professor and Head Librarian of the business library, share the experience of their successful partnership that required a creative and an in-depth collaboration with each other and with several other stakeholders not usually found in an academic setting. Their goal is to provide a resource for educators, students, and administrators desiring to create learning spaces that encourage student achievement. Basic design terminology, the role technology played in the design, and the importance of the product manufacturer’s interest in creating effective products for higher education are presented.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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