Undergraduate students in architecture respond differently to advice given to them by a fellow student rather than a tutor, even if the advice is the same. Therefore my interest is to review our current pedagogical approach in architectural education through the case studies of available literature and of course, the undergraduate course at the University of Sheffield.
Is it possible to facilitate a new student led perspective of undergraduate architectural education through the eyes of a M(Arch) student? Through a critical appraisal of the current system, I aim to identify issues that are not made explicit to undergraduate students and propose a ‘handbook’ that can be referenced by students, written in a clear and concise manner free of ‘architectural’ jargon.
