The purpose of this study was to reflect on teaching methods in the context of residential design students’ design process and assessment with learning contracts. We used Grow’s (1991) Staged Self-Directed Learning Model which has four stages star...
The purpose of this study was to reflect on teaching methods in the context of residential design students’ design process and assessment with learning contracts. We used Grow’s (1991) Staged Self-Directed Learning Model which has four stages starting from understanding a teacher as authority coach to the self-directed phase, understanding the teacher as consultant or delegator. This model fostered collective and experiential learning for design students. The learning contract methodology was developed as t he basis of course assignments and evaluation for two residential design studio classes. After the initial meeting with the instructor, students developed and implemented a learning contract including specific tasks, timelines, and outcomes to proceed with their design implementation. Students had to meet with the instructor and shared their progress regularly in class. Overall, the learning contract increased students’ responsibility, and improved their inter-personal communication skills.