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Practice : Spring 2012
■ A robust system for learning and for program evaluation has al so been designed, and a clear process for incorpo- rating feedba ck from the evaluation processes into a continuously reviewed c urriculum will be instituted. Because this redesign completely changes our curriculum in all programs and at every level, the Heads, Deans, and all Education Directors, as well a s many faculty members, practitioners and students were involved in this major redesign of the BAC’s curricula. Once specific overarching goal s were identified by a Curriculum Redesign Steering Committee in the spring of 2010, su mmer me etings that invited instructors, practitioners and students were held over the course of two days in order to hear and incorporate input into the final definition of educ ational goals. BAC graduates are able to: ■ Inquire into a nd explore ideas reg arding design beyond what they know. ■ Develop and communicate their thinking about and cre ation of design through doing. ■ Explore the interconne ctedness of systems and the net work of fa ctors that influence de sign. ■ Apply their learning in practice settings. ■ Strive for e xcellenc e through self‐ development and collaboration. During the 2010–11 Academic Year, the Curriculum Rede sign Steering Committee a nd smaller pla nning groups continued the work of de signing a revised, tran s-disciplin- a ry Foundation curriculum, a nd the He ads were charged with rede signing their Schools’ c urricula in order to complete both BAC- identified goals and the va rious accreditation standa rds. In June 2011, the faculty, students a nd practitioners were once again invited to attend sessions scheduled over two days, during which they identified specific sets of le arning. Specifically, these participa nts were a sked: ■ What a re the three most important e lements of learning students must achieve while at the BAC? ■ What lea rning needs to precede ea ch of these elements and what would follow in the curriculum? ■ What abilities and understandings are necessa ry for our students to have achieved in order to enter the firms as c ontributing members? ■ What abilities and understandings must students demon strate having learned during a Foundation progra m before entering a discipline-specific program? During July 2011, the Heads, including the three ne wly appointed Heads of Architecture, L andscape Architecture and Interior Design, a long with the He ad of the School of Design Studies, the He ad of Practice, and the Dean of Research and Assessment, a nd facilitated by the Provost, met in retreat format for five full days and c ompleted the de sign of the entire set of BAC degree program curricula, ba sing their formulation s on all the work Wilson Herrera, B.Arch PRACTICE 21 FEATURE ] TOWARD AN INTEGRATED CURRICULUM