Conflating Student and Professional Identities: fostering development of professional identity in first year architecture

Publication Type:
Conference Proceeding
17th International First Year in Higher Education Conference, 2014, pp. 1 - 10
Issue Date:
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Students in architecture undergo a dual transition when they commence tertiary study, taking on a student identity but also assuming their professional identity as a creative practitioner. The peculiarities of pedagogical frameworks in these disciplines require tailored support mechanisms to ensure student success. Students undertake a series of inquiry and practice based formative assessment tasks in the design studio, which build to the final summative assessment the design jury and critique. As the predominant mode of studio assessment around the world, this is a daunting event for students. Facilitating students to successfully develop their professional identity from the commencement of first year, and building resilience into their learning experiences, can transform this event into a genuine learning experience. This paper outlines the interventions for transition students in the School of Architecture at University of Technology Sydney.
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