INSCAPE DESIGN COLLEGE

Programme Delivery Policy and Procedures R0 (under development)

2006/03/25

DESIGN PROGRAMMES

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge”

Albert Einstein

Delivery Policy

What is the nature of the programmes that the college delivers?

· Programmes are delivered to small groups in a contact, outcomes – based format. Hands on workshop–like environments, group critiques and personalised attention ensure industry ready design candidates.

· Emphasis is placed on practical investigation of both theory and practical type subjects to ensure a thorough understanding of various elements which make up the content of the syllabus.

Delivery Approach

An Inscape lecturer’s first duty is to inspire students to be the best that they can aspire to. Lecturers adopt a developmental approach toward students' learning. Lecturers take initiative and show leadership. From their example the student learns to become a professional designer. The lecturer is a guide, a facilitator, encouraging the student to learn, to grow, to develop into a practicing designer. The lecturer directs, sometimes firmly but always with the best interests of the student at heart.

Within the lecturing body there should be interaction so that the students benefit from other individual’s strengths. This requires openness amongst lecturers as to their strong and weak points so that weaker areas are addressed and not ignored by a lecturer.

Although the college is ultimately responsible for the success of the student, the lecturer is accountable to the college for the student’s progress.

The nature and extent of personal contact with students: lecturers must act in a professional manner, giving individual attention, yet not getting personally involved with students. Fraternisation may be perceived to compromise integrity and impartiality. Keeping a prudent distance is advisable, but lecturers should still be approachable.

Trying to keep personal preferences in check is also wise, whether this is in terms of tastes, techniques, styles or personalities.

Inscape fosters a friendly atmosphere where lecturers are seen as guides and advisors but they should also have the respect of students and display credibility. The student should always be able to respect the lecturer as the senior person in the relationship. Often the lecturer may be seen as client or employer as well as a sounding board for ideas.

Of course, the ideal lecturer is motivated, a self-starter, innovative, creative, patient, encouraging, solution-oriented, willing to learn, able to communicate concepts, conscientious and very rare. (Most of those available are lecturing at Inscape)

Delivery Method

Inscape uses the Outcomes-Based Education and Training method.

With OBE, it is not so much that students are taught as that they learn. They are not empty vessels into which knowledge is poured. Lecturers do not only use the ‘chalk and talk’ approach. They don’t often lecture or even teach much. They are more like facilitators and tutors.

The students are involved in the process. They are part of the workshopping, group discussions, outings, research and critiques. The college prefers to integrate Subject matter in projects to demonstrate the relatedness of the Subjects. Also we do not focus only on knowledge or skills but are rather concerned with the whole well rounded person. All education and training is done with a view to the learner graduating to become a successful practitioner.

Formal lectures and seminars are necessary and may require preparatory research by the lecturers themselves. This is particularly the case where new students know very little and need a lot of input.

The college holds workshops to assist lecturers to develop their understanding and application of the Outcomes-Based method of education training and assessment. This contributes to more effective delivery and assessment.

Delivery modes

Modes of delivery

· Outcomes Based Education strategies with emphasis on students taking responsibility for their learning.

· Teaching and learning is project based.

· All the subject matter is covered by briefs which indicate to the student what has to be learnt and what the required outcomes are for learning that particular part of the subject matter.

· Briefs with knowledge outcomes are written in such a way that students learn by doing research – gathering information themselves. Basic information is provided, as part of a class discussion and/or part of the brief, to guide students and to indicate in which direction they should be working. The brief also defines the width and depth of the research required. All information gathered is then verified, contextualised and clarified during class discussion to ensure that students acquire sufficient knowledge and skills to meet the outcomes for that project (see further information below on class discussion). Further learning may then be prompted by the lecturer either requiring more research or adding information and knowledge to the work done.

· All teaching and learning strategies involve interactive class discussions and critiques.

· Briefs with skills outcomes challenge students to apply knowledge practically, solve problems reach a level of professionalism they may encounter in industry. Projects are carefully chosen and defined to simulate industry projects and briefs (also called realistic projects and briefs). Thus, students are encouraged to think at a professional level from day one. Realistic projects ensure that learning is relevant, current and industry geared.

· Teaching and learning strategies in all courses (subjects) involve a mix of research, independent problem solving, practical application of knowledge and intensive class discussion and critique.

· Interactive class discussion and critique involve the following:

o Discussion in which all the students in the class or group must participate,

o Lecturer critiquing students, students critiquing others and themselves,

o The lecturer ensures that learning during this interactive process is valid, sufficient and meets outcomes specified for that project or discussion,

o Professional design language and appropriate terminology is used during these discussions,

o Students learn from the lecturer and from each other,

o Students receive immediate feedback about their progress and how successfully they meet the outcomes,

o The number of students per class never exceeds 20 (twenty). This allows the lecturer the opportunity to become actively involved in the process and progress of each individual student during each lecture session,

o This teaching/learning strategy (interactive class discussion) is effective utilization of lecture time and allows remarkable width and depth of learning for each and every individual student.

· Interface with the Design Industry – students learn directly from the industry in which they will work. This is done through research and first hand contact:

o Visits to companies and individuals in the Design and related industries,

o Talks delivered on campus by practicing Designers and professionals from related industries,

o Talks on existing and new materials and services,

o Workshops delivered by external professionals related to the industry,

o Participation in competitions and events relevant to the Design Industry,

o Tours of factories and suppliers relevant to the industry, and

o Independent student contact with industry as part of structured research – students communicate with industry professionals and report back to class during follow-up interactive class discussions.

· Experiential learning:

o Six weeks in-service training in a Design or related provider (business),

o Live and semi-live projects with industry participation in the briefing and evaluation process, and

o Live and semi-live projects for actual clients, allowing the students the opportunity to interact with clients at a professional level, as done in industry.

· Regular formal performance appraisals – A written and verbal discussion with every student at mid year and at the end of 1^st and 2^nd year referring to the quality of their work, their attendance and submission of work. Areas of concern are noted with regards their skill, knowledge, creativity or values relevant to the course. The appraisal allows the student the opportunity to understand where his strengths or weaknesses may lie and where improvement can be attained.

Flexibility of the delivery of the programme

· The programme is structured to meet the “content” constraints. Flexibility is introduced by lecturer’s placing their personal “slant” on the material and introducing their own themes to the project.

· Trends within the market place are carefully monitored by lecturers, to ensure up-to-date information regarding the students.

· All technologies and applications thereof are constantly improved and updated, these influence the content of the syllabus on an ongoing basis.

· All lecturers are “part-time” allowing them time for industry work. This direct contact with industry filters relevant information to the students that they would otherwise be oblivious of.

Relevance in the delivery of the programme

· Student – orientation is achieved by: employing outcomes–based delivery and assessment.

· Building the programme to meet the market needs;

· Canvassing the market for programme relevance;

· Students leading group critiques;

· Employing programme evaluation forms;

· Lecturers with industry experience – majority of lecturers are practicing Designers.

· Lecturers with teaching experience.

· An established interface with relevant industries and the existing Design Industry. This is achieved through visits by students and lecturers to Design Firms, Exhibitions, and Guest speakers from relevant firms who provide products or services to the industry. Tours of factories and suppliers, workshops with relevant professionals.

· Interface with industry is further extended by industry involvement in designing projects and writing briefs as well as critique of completed projects.

· Feedback from industry about the programme and learners.

· Ongoing staff development in the form of workshops covering the delivery process of lectures.

· Staff attending seminars and design events aimed at improving teaching skills and maintaining the currency of lecturers Design knowledge with regards to trends, materials, suppliers, services, technology and new methods.

· Real and simulated briefs relevant to industry where direct contact with actual clients is concerned.

· In-service training provides feedback on specific students ability and allows us to evaluate the standard of the student’s knowledge required within industry.

Ensure that the programme is relevant to students

· The programme and its delivery are outcomes based. These outcomes, aims, assessment criteria are pre determined and successfully tried and tested.

· Research of existing relevant information is completed by both lecturers and students independently and simultaneously.

· Relevant resources of information are introduced by lecturers to students.

· Lecturers are industry based.

· Regular updating of briefs and course content is completed on an ongoing basis.

· Co-ordination of course content and materials creates synergy between the various components of the course.

· Annual student questionnaire.

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proposed amendments in red

changes since previous release in italics