Designing student learning outcomes in undergraduate architecture education: Frameworks for assessment

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Leonard R. Bachman
Christine Bachman


On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions for Accreditation, and at the juncture of higher education’s transition into a culture of assessment, this paper addressesthe rationale and frameworks for the design of student learningobjectives. The circumstances of undergraduate architectural education are the primary target here, but the same principles will apply to graduatelearning as well. The discussion is itself framed by a comparison to aset of model student learning objectives published by the American Psychology Association, and is structured within the conventionalplanning model of mission, values, goals, objectives, tactics, and strategies. For the purpose of discussion, the authors propose severalhypothetical examples.

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How to Cite
Bachman, L., and C. Bachman. “Designing Student Learning Outcomes in Undergraduate Architecture Education: Frameworks for Assessment”. ENQUIRY: The ARCC Journal, Vol. 6, no. 1, Dec. 2009, doi:10.17831/enq:arcc.v6i1.7.
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