Student and Faculty Perceptions of a New Curriculum in an Architecture Program

Abstract

Universities constantly update their processes to respond to the changes demanded by new times. These synergies led a school of architecture to design and implement a new curriculum, aiming to address the challenges of projecting a new perspective in disciplinary training. One year after its implementation, the program sought to understand the perceptions of students and faculty regarding the implications of its rollout. A self-administered interview was used, and the analysis showed that both faculty and students positively valued the curriculum change and the integration of knowledge in core courses, the allocation of new times and schedules, simultaneous team teaching, and efforts to renew the visual representation of architectural projects through the use of technology. On the other hand, some expressed that the previous curriculum was better, as it addressed content separately, making it easier to learn; the integration of courses also revealed a lack of competencies in some students. The information gathered is key to qualifying the successful practices of the new curriculum, while also serving as a warning to adjust and manage it accordingly.