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Strengthening Teaching and Learning in Studio Units at CEPT U

Teaching and Learning Center, CEPT University, Version 3, 14 Sep 2018

UG Design Programs at CEPT

UG Students
Architecture 400
Urban Design 200
Interior Design / Design 400

Approx. 1000 students.

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Basic objectives of learning and teaching at CEPT

1. CEPT’s programs are focused on training professionals

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A professional :
• is an individual with special knowledge and skills, which are acquired by training
• who is certifiably proficient
• who is prepared to apply the knowledge and skills in the interest of others
• who is disciplined and adheres to high ethical standards

‘A profession is a disciplined group of individuals who adhere to ethical standards and hold themselves out as, and are accepted by
the public as possessing special knowledge and special skills in a widely recognized body of learning derived from research,
education and training at a high level, and who are prepared to apply this knowledge and exercise these skills in the interest of other.’
Professions Australia, 1997

2. When is the training of a professional considered complete?

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The training of professionals is incomplete without apprenticeship

The objective of CEPT’s UG Design Programs is to build ‘apprenticeship ready

graduates1’...

...not ‘practice ready professionals2’

1: graduates, who are well prepared to apprentice with experienced professional; graduates who can quickly learn
on the job and evolve into high quality professionals themselves
2: professional, who can deliver high quality, technically reliable and professionally sound services to their clients

3. What is the best measure of the quality of our programs?

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3. The best measure of the quality of our programs is….

a) The reputation and accomplishment of our teachers?

b) The reputation of our alums?
c) The quality of our campus and infrastructure?
d) The ‘reputation’ of our programs?
e) The ‘demand’ for our graduates?
f) The ‘quality’ of our graduates?

3. The quality of our graduates is based on…

a) What they say about themselves?

b) What their teachers say about them?
c) How they behave?
d) What they are able to do – their portfolios?

With what do we compare the quality of work of our graduates?

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Examples of globally comparable high quality of student work

For comprehensive surveys, see:

1. The Atlas of Places: http://atlasofplaces.com/filter/Academic
2. Archiprix: http://www.archiprix.org/2017/

For reputed schools, see:

1. Bartlett, London: https://www.ucl.ac.uk/bartlett/architecture/
2. AA School, London: http://www.aaschool.ac.uk/PORTFOLIO/PROJECTSREVIEW/index.php
3. ETH, Zurich: https://www.arch.ethz.ch/en/departement/profil/jahrbuch.html
4. Syracuse Architecture: https://soa.syr.edu/programs/undergraduate/student-work.php
5. Cornell University: https://aap.cornell.edu/academics/student-work
6. Rice University: https://arch.rice.edu/projects/studio-work

Home Is Where The Harvester Is, Salton Territory, California

AA School of Architecture; Intermediate level

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Architecture Barrier, Gulf Islands, Texas

Atlas of Places archives; Intermediate level

Past Resonances & Future Anticipations, Brooklyn

University of Westminister; Intermediate level

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4. Should CEPT aspire to train well-rounded graduates?

It is a myth that Universities produce well-rounded graduates with equal abilities…

The building & design world poses a vast range of design and planning problems…
…and requires graduates with different abilities and motivations.

As a University, we should support students in choosing their professional directions…

1. By not expecting our graduates to all be proficient at everything
2. By having a curriculum and program that allows students to choose a course of study
that matches their temperament and preferences

Our curriculum should be more like an ‘a-la-carte menu’ than a ‘fixed thali’

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5. Should CEPT focus on the quality of teaching … or the quality of learning?

Teaching and Learning

Both are important, but effectiveness of teaching is only evident in what students are
learning...

...and what students have learned can only be seen in what they are able to do....

...in their work, in the outcome of the learning...

nothing else.

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Training Designers (Including Architects, Urban Designers, Interior Designers …)

Design is complex problem solving.

It involves the use of many individual abilities in different combinations.

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In order to teach design, at times, it may be most effective to

teach these abilities separately

Structure of Design Programs at CEPT

Architecture Urban Design Interior Design / Design
Undergraduate

Yr 1 L1 - CEPT Foundation Program

Yr 2
L2
Yr 3

Yr 4
L3
Yr 5

Postgraduate

Yr 1
PG L3
Yr 2

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Structure of Design Programs at CEPT

Architecture Urban Design Interior Design / Design
Undergraduate

Yr 1 CEPT Foundation Program

Yr 2 L2 Studio L2 Studio

Yr 3 L2 Studio L2 Studio

Yr 4 Internship L3 Studio

Yr 5 L3 Studio UG Thesis
Postgraduate

Yr 1 PG Foundation PG L3 Studio

Yr 2 PG L3 Studio PG Thesis

Teaching Design

Teaching design involves teaching skills, exposure & individuality / character.

Over the years, shifting emphasis from basic skill development to building distinct
character

Level 1 1st year Skill 3 Exposure 2 Individuality 1

Level 2 2nd/3rd years Skill 2 Exposure 2 Individuality 2
Level 3 4th/5th years Skill 1 Exposure 2 Individuality 3
Level 3 PG 6th/7th years Skill 1 Exposure 2 Individuality 3

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Teaching of Design programs at CEPT

Level 1 (first year) building foundational design abilities

Level 2 (2nd and 3rd yr)
building specific design abilities focused on
• Visualizing & Communicating, or
• Constructing & Specifying, or
• Planning & Organizing
and
• Building arguments & rationales

Level 3 (4th and 5th yr) Developing thematic expertise & developing one’s own
approach to problem solving

Level 3 PG (6th and 7th yr) Developing thematic expertise & developing one’s own
approach to problem solving

Gradually ramping up the level of free exploration

Level 1 Studios 1st year highly structured many exercises have similar outcomes
Level 2 Studios 2nd/3rd years less structured fewer exercises have similar outcomes
Level 3 Studios 4th/5th years least structured outcomes vary widely

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Teaching Design

Design is best taught using the studio pedagogy

§ a small group of students work under the tutelage of a teacher
§ students tackle with problems on their own
§ teachers review the work and coach students

Studio Unit Framework

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Purpose

1. The prime purpose of a studio unit is to develop student’s abilities

2. The studio unit is like a gymnasium or an akhada, where students do the work and
the tutor is their coach.
OR
The unit is like an atelier where the tutor is a sort of guru or master
3. Unit tutor should teach what they are truly interested and proficient in – not just
interested in
4. A unit is not a space for unlimited exploration, but exploration within limits set by the
tutor

Studio units serve as a Learning Community

§ Small groups of students (12 – 15 students) work under the tutelage of one or two
tutors
§ Students tackle problems on their own; tutors are expected to play the role of coaches,
actively guiding students in their learning quest
§ Students learn by observing one another’s work and by discussing with one another
§ Studio units are expected to be offered every consecutive semester or every alternate
semester over minimum 3 year period; this allows consolidation of the learnings from
consecutive studio offerings
§ Tutors are encouraged to see the outcome of the studio unit as something that could
be published as a monograph

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Learning is consolidated through studio units

§ Studio units at CEPT consolidate student learning through significant allotment of time
and credits. Students are expected to spend 70% of their time towards studio units.
Per semester student credits:
Total Credits 20c Studio 14c Mandatory courses 4c Elective Courses 2c
Total Hours 50hrs 35hrs 10hrs 5hrs
1 credit = 2.5 study hours per week

• How much study-time do we have to build students’ abilities?

• Let’s say students study for 6 days / week @ 8 hours per day= Avg 50 hrs per week?
• Each Semester of 16 weeks x 50 hrs = 800 hrs per semester

• Studios take up 70% of study-time - 560 hours per each studio!

Since learning time & resources are limited, studio units must be well prepared

1. Units must be prepared for in advance with a clear brief explaining the design
problem

2. Unit briefs must clearly state learning outcomes, i.e. what the student will learn at the
end of this studio

...they must state what a student will be able to do as a consequence of the learning
“The student will be able to visualize how a space will appear from a given position and draw a two point perspective of
how it will appear

....they must avoid verbs that are vague or not observable or measurable....
If you want students to "understand" something, think more closely about what you want them to be able to do or
produce as a result of their "understanding

Avoid verbs like: understand; appreciate; know about; become familiar with; learn about; become aware of

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Studio units must be well prepared

3. Units must have a sequential buildup of exercises towards the final outcome
4. Syllabi must include examples of the type of work students will produce at the end of
exercise / unit
5. Unit tutors work with the course approval committee to refine the studio briefs before
they are opened for students.

Teachers define what they want to teach

§ Tutors offer studio problems that they are interested in and have a certain level of
proficiency in.
§ Tutors repeatedly offer the same unit (either every semester or every alternate
semester) while helps them improve the unit over time.
§ Repeatedly offering the same unit also helps tutors build a body of work that can later
be published.
§ Studio units allow students to engage in problem the tutors have some expertise in…
hence, they are not for unlimited exploration but exploration within limits set by the
tutor.

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Students choose what they want to learn

1. Today’s built environment needs diverse set of professionals/graduates who can

respond to a vast range of design and planning problems.

2. CEPT’s curriculum and programs provide for multiple studio offerings at L2 & L3 that
students can choose from, based on their preference. This would also enable the
trajectory of each student to be unique.

3. Students learn best when they decide what they want to learn and with whom they
want to learn. Hence, rather than setting a fixed studio for the whole batch, an array
of studio units are offered for smaller groups of students to choose from.

Matching Units with Students

Process is conducted 2 days before the semester officially begins.

1st Day • All Unit Tutors make a presentation to all students

(each tutor has 30 mins for presentation + Q&A)

• After the presentations, students submit the list of all offered units in the
order of their preference

• These preferences will be forwarded to all unit tutors

2nd Day • Unit tutors interview students who want to join their units and either accept
or reject them

• Students are expected to bring portfolio of their previous work

• Units to each finally have 12 to 16 students

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Teaching Assistants / Teaching Associates

1. Tutors may bring their own TAs or select from a roster provided by the TLC
2. Appointment of TAs will be done by the USO
a) Present CEPT students will be called Teaching Assistants;
b) Graduates will be called Teaching Associates

3. Primary role of a TA is to support the Tutor/s in teaching of the studio:

a) TAs will focus on teaching students drawing and modeling techniques
b) TAs will also be responsible for logistics etc.

4. TAs will not independently conduct studio sessions, give lectures or undertake
grading, they may do so under direction and overall responsibility of the Tutor/s

Types of studio units

§ Single Tutor Unit - 1 tutor; 12 students; 1 teaching assistant

§ Dual Tutor Unit - 2 tutors; 15 or 16 students; 1 teaching assistant
– The 2 tutors will be a self selected pair; one will hold primary administrative responsibility
– The 2 tutors may be peers, or a senior/junior pair

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Commitment - Single Tutor Unit

1 unit tutor, 1 studio assistant, 12 students

Number of Number of Total Hours in

Hours per Weeks the semester
week
CONTACT HOURS
per tutor in the first 12 weeks 15 12 180
per tutor in the last 6 weeks 18 6 108
Total contact hours per tutor 288

ADDITIONAL HOURS
Additional hours are for:
during the semester 3 18 54 • Preparing for units
before / after the semester 40 • Meetings and workshops
• Juries
Total additional hours 94 • Grading
Preparatory hours per tutor 94 • Exhibition

Total contact + preparatory hours per 382

tutor
Say 375

Budget - Single Tutor Units

Hrs Studio Unit with 12 students Rs. Per Sem Expenses include:
375 Tutor 1 @ 1000 Rs/hr 375,000 • Materials
• Reader
270 Assistant @ 200 Rs/hr 54,000 • Printing /other supplies
Expenses 85,000 • Specialist inputs
• Jury expenses (one out of town juror for final jury)
Total 514,000 • Exhibition

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Commitment - Dual Tutor Unit

2 unit tutors, 1 studio assistant, 15-16 students
Number of Number of Total Hours in
Hours per Weeks the semester
week
CONTACT HOURS
per tutor in the first 12 weeks 9 12 108
per tutor in the last 6 weeks 12 6 72
Total contact hours per tutor 180

ADDITIONAL HOURS Additional hours are for:

during the semester 3 18 54
• Preparing for units
before / after the semester 40 • Meetings and workshops
Total preparatory hours 94 • Juries
• Grading
Additional hours per tutor 47
• Exhibition

Total contact + preparatory hours per 227

tutor
Say 225

Budget - Dual Tutor Units

Option 1: peer tutors

Hrs Studio Unit with 15 students Rs. Per Sem

Expenses include:
225 Tutor 1 @ 1000 Rs/hr 225,000 • Materials
• Reader
225 Tutor 2 @ 1000 Rs/hr 225,000
• Printing /other supplies
270 Assistant @ 200 Rs/hr 54,000 • Specialist inputs
• Jury expenses (one out of town juror for final jury)
Expenses 105,000
• Exhibition
Total 609,000

Option 2: one senior, on younger tutor

Hrs Studio Unit with 15 students Rs. Per Sem

225 Tutor 1 @ 1225 Rs/hr 275,000
225 Tutor 2 @ 775 Rs/hr 175,000
270 Assistant @ 200 Rs/hr 54,000
Expenses 105,000
Total 609,000

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Compensation structure for Tutors

Experience based compensation structure

Total compensation per unit / sem

Rs. per hr
Single tutor unit Dual tutor unit
Unit Tutor with <10 yrs exp 775 2,90,000 1,75,000
Unit Tutor with 10 – 25 yrs exp 1000 3,75,000 2,25,000
Unit Tutor with >25 yrs exp 1225 4,59,000 2,75,000

Note:
• In order to teach as a Unit tutor, minimum 5 years of experience is mandatory.
• Teachers with less than 5 years of experience may be appointed as Teaching Associates. They will not be considered tutors.
• The above structure is based on budget for 2018-19.

Calendar time dedicated to studio units

1. Length of each semester is 18 weeks

2. 16 weeks of study, 2 weeks for portfolio preparation, grading and exhibition
3. Courses (inclusive of exams) to run for only 12 weeks
4. Last four weeks of study exclusively for studios
5. Semester to culminate with exhibition

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Semester Calendar
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Semester Calendar

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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Time Table
B.U D - Time Table

Start Time
Mon Tue Wed Thu Fri Sat (working)
& Class

8.30
Studio Elective Studio Studio Studio Extra Class
9.30

10.30
Studio Meeting Slot Studio Studio Studio Meeting Slot
11.30

12.30
Studio Elective Studio Studio Studio Extra Class
13.30

14.30
Studio Elective B U D Mandatory Studio B U D Mandatory Extra Class
15.30

16.30
Studio Elective B U D Mandatory Studio B U D Mandatory Extra Class
17.30

18.30
Elective CEPT Open Lectures
19.30

Time Table
B.Arch - Time Table

Start Time
Mon Tue Wed Thu Fri Sat (working)
& Class

8.30
Studio Elective Studio Studio B.Arch. Mandatory Extra Class
9.30

10.30
Studio Meeting Slot Studio Studio B.Arch. Mandatory Meeting Slot
11.30

12.30
Studio Elective Studio Studio B.Arch. Mandatory Extra Class
13.30

14.30
Studio Elective B Arch Mandatory Studio Studio Extra Class
15.30

16.30
Studio Elective B Arch Mandatory Studio Studio Extra Class
17.30

18.30
Elective CEPT Open Lectures
19.30

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Time Table
B.I D - Time Table

Start Time
Mon Tue Wed Thu Fri Sat (working)
& Class

8.30
Studio
Studio Elective B I D Mandatory Studio Extra Class
9.30

10.30
Studio
Studio Meeting Slot B I D Mandatory Studio Meeting Slot
11.30

12.30
Studio
Studio Elective B I D Mandatory Studio Extra Class
13.30

14.30
Studio
Studio Elective B I D Mandatory Studio Extra Class
15.30

16.30
Studio
Studio Elective B I D Mandatory Studio Extra Class
17.30

18.30
Elective CEPT Open Lectures
19.30

CEPT Foundation Program

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L2 Studio Units

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Focus of level 2 studios

Each Level 2 Unit will clearly focus on developing one to the three following abilities
1. Visualizing and communicating
– Ability to visualize objects, structures, spaces and landscapes with specified objective and subjective
qualities; ability to communicate their visualizations using various mediums
2. Constructing and specifying
– Ability to imagine how the objects, structures and landscapes can be made or constructed; ability to draw
up technical drawings and specification to direct their making or construction
3. Planning and organizing
– Ability to logically and analytically plan or organize activities in layouts, spaces and structures so as to meet
objective and subjective specifications

All Level 2 Studio Units will develop the following ability

4. Building arguments and rationales
– Ability to build and communicate persuasive arguments and explanations for their proposals

Visualizing and Communicating

Ability to visualize objects, structures, spaces and landscapes with specified objective and subjective qualities;
ability to communicate their visualizations using various mediums

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Visualizing and Communicating

Excess and Economy

CEPT Projects; L2 BID

Visualizing and Communicating

Below Zero, Kuttanad, Kerala

Traversing Kerala's heritage agricultural system
CEPT Portfolio; Graduation project + Archiprix entry

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Visualizing and Communicating

Le Passage Du Sault, Quebec, Canada

Montmorency riverbed as a place to rest in peace
Universite Laval, Quebec; Graduation project + Archiprix entry

Constructing and Specifying

Ability to imagine how objects, structures and landscapes can be made or constructed; ability to draw up technical
drawings and specification to direct their making or construction

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Constructing and Specifying

Material & Design

Expression
CEPT PROJECTS:
L2 B Arch

Constructing and Specifying

Design Development and Detailing

CEPT PROJECTS: L2 BID

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Constructing and Specifying

A Temporary Floating Structure

Deriving a system for a structure at the Tarnetar Fair

CEPT Portfolio; Intermediate level

Constructing and Specifying

Kinetic Wave installation, SID, CEPT University ; Final year

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Planning and Organizing

Ability to logically and analytically plan or organize activities in layouts, spaces and structures so as to meet
objective and subjective specifications

Planning and Organizing

Breathing Hydrological Infrastructure, Bandarban, Bangladesh

Exploring a new model for a Dam that is integrated with the local urban fabric and serves at a global scale
Chittagong University of Engineering and Technology; Graduation project + Archiprix entry

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Planning and Organizing

A Lobotomy’s Tale, Hong Kong

Making a case for the Kowloon
Walled City, that acts as an urban lab
and reveals new ways of understanding
the city’s complexity
Escuela Politecnica Superior, Spain; Graduation project + Archiprix entry

Planning and Organizing

Stage-Craft Street; Vadodara, Gujarat

A street unifies the city by reviving its culture of theater
CEPT Portfolio; Diploma project, Level 3

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Teaching Design
At Level 3*,
§ The tutor would guide students in her own approach to design
§ Studio Units may have the theme, Site, Program, all pre-decided; alternatively tutors may allow
students to choose site & program.
§ In cases where students are bringing their own projects, tutors will suggest the minimum level of
information required for the project

Process of preparation and approval of studio units

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Preparation
1. Tutors will propose a brief; the brief will include an example of the product that
students will produce at the end of the semester

2. Tutors will define expected learning outcomes; outcome definition will clearly state
what students will be able to do as a consequence of the teaching

3. The problem brief will be altered or further detailed in consultation with the course
approval committee; a detailed teaching plan will also be prepared

4. The course approval committee will review the outcome of the unit at the end of the
semester and approve its continuation

5. It should be kept in mind that the unit is to be repeated, pedagogic learning will
accumulate and the unit will be improved over time

Units must state clear learning outcomes

Unit briefs must state what students will learn rather than what teachers will teach...

...they must state what a student will be able to do as a consequence of the learning
– “The student will be able to visualize how a space will appear from a given position and draw a two point
perspective of how it will appear

....they must avoid verbs that are vague or not observable or measurable....
– If you want students to "understand" something, think more closely about what you want them to be able to
do or produce as a result of their "understanding
– Avoid verbs like: understand; appreciate; know about; become familiar with; learn about; become aware of

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Clarity of outputs

In order to clearly and unambiguously demonstrate the outcome of learning,

course syllabii must include examples of the type of work that students will produce at
the end of each course…

We need not fear that this will lead to students imitating the example rather than
developing their own language or solutions…

Many times, imitation is a (necessary) step in the development of ones own voice or
approach

Continuity
1. Unit will be repeated every semester or every alternate semester
2. Unit tutors may teach the same unit each semester, or they may choose to vary the
type of unit each semester.
3. CEPT shall seek a long term commitment from its Unit Tutors
4. Tutors are encouraged to see the unit as a long term project, the outcome of which
should be publishable as a monograph

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SPRING 2019
Architecture Urban Design ID / Design
Undergraduate
Yr 1
L2 Yr 2 165 students / 75 students / 153 students /
Yr 3 12 units 6 units 12 units
L3 Yr 4 30 students / 42 students /
L3
Yr 5 3 units 3 units
Postgraduate
PG L3 Yr 1 M Arch MUD MIAD/M Des (ID)
24 students / 36 students / 36 students /
Yr 2 2 units 3 units 3 units

HTC 7 students Furniture 23 students

Cons 20 students Building Prods 13 students
Landscape 24 students

Thank you

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