Getting to “Why?”
This is a case study of the development of a learning outcomes centered, large lecture, introductory design theory course, and a best practices presentation of active learning exercises aimed at getting to ‘Why?’ from ‘What?’. Getting to ‘Why?’ is a principal objective for me in large-lecture undergraduate education. In 1996 and 2003 I participated in developing required foundation theory courses for architecture and design averaging 220-260 students per section. Central to both are active learning exercises for analyzing the concrete ‘Who, what, where and when?’ to discern a ‘Why?’. This paper addresses the importance of ‘Why?’, and the learning outcomes, syllabus, exercises and student work of the newer course.
This is a proceedings pushlished as Palermo,G.; Commitment, Community and Collaboration: International Society for the Scholarship of Teaching and Learning (IS-SOTL) 2nd Annual Conference, Vancouver, British Columbia, October 14-16, 2005. Posted with permission.