Abstract
In this chapter, we will present TRANSark, an ongoing project on the development of architecture and the education on architecture at NTNU, the Norwegian University of Science and Technology. We will present a two-fold challenge to the profession and its education. On the one hand, the trade itself is challenged by changes in economic realities, changed demands and needs from the public, users and authorities. On the other hand, the schools of architecture report difficulties in developing and maintaining meaningful learning trajectories where the learners manage the transition from pupil to student, from novice to “expert”. Putting more emphasis on what the learner experience actually is, the student voices, seems to be a necessity.
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Hokstad, L.M., Rødne, G., Braaten, B.O., Wellinger, S., Shetelig, F. (2016). Transformative Learning in Architectural Education. In: Land, R., Meyer, J.H.F., Flanagan, M.T. (eds) Threshold Concepts in Practice. Educational Futures. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-512-8_24
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DOI: https://doi.org/10.1007/978-94-6300-512-8_24
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