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EVALUATION REPORT 2015
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Content
NTNU provides an architectural education with a very wide
approach, a willingness to embrace many areas, and to con-
tinue to transform itself. In addition to the more traditional
building architecture, there is a strong field of urbanism. At
the same time the school is exceptional in the Nordic coun-
tries for its 1:1 building studios, or live studios. The duality
of a very local, climate-specific context and an orientation to
the world is intriguing. So is the emphasis on interdiscipli-
nary work and group work.
The content needs to become more defined and the com-
mittee suggests further developing existing strengths: the
good building architect, the architect´s roles and knowledge
within urbanism, the ‘unknown’ architect in addition to the
‘traditional’ cross-disciplinary architect.
Pedagogy
The school is in the process of identifying a set of valuable
pedagogical principles that might inform the education of a
future generation of architects who are, at the same time,
technically, aesthetically and professionally competent.
Pedagogical principles – such as a deep approach to learn-
ing, threshold concepts, active engagement and critical
reflection— and imaginative teaching methods such as Live
Studio, can form the basis of a distinctive signature pedago-
gy in Architecture at NTNU.
The purpose of the program and courses need to be defined
and articulated through course documentation that indicates
learning outcomes and identifies threshold concepts, knowl-
edge, skills and values, appropriate teaching methods and
effective methods of assessment.
Assessment and feedback
Students and teachers within the school characteristically
have very open contact, harmonious relationships and work
usually in close proximity with each other. Teaching staff
and course leaders are easy to approach to arrange either
informal or formal consultations.
But the criteria for assessment are not always clear. As-
sessment should draw attention to what is important to be
attained within a course. This is not always the case and the
grades might be misleading, making students focus on the
final project and not on the process.
Masters in Sustainability
The program attracts students from all over the world, who
bring with them global knowledge. It is a fairly new program
and is still clarifying what its graduates will be able to con-
tribute. The students gain interdisciplinary knowledge and
NTNU offers education of international quality (for example
through ZEB).
The program should explore the international students’
backgrounds and knowledge in addition to making the pro-
gram less people-dependent.
Physical learning environment
The workshops undertaken in the school suggested that the
physical environment is disorganized and not very inspiring.
It also gives students a message that it is impossible for
architects to have an impact on the environment.
Student perspective / role
Overall the students were very satisfied with their studies.
They were enthusiastic and discussed the School in an open
fashion. They provided critical comments in a mature and
well argued manner. They seemed very committed to their
studies.
However the students lack guidance throughout their stud-
ies, in relation to career planning, reflection on their learning
processes, on what they have learned and need to learn.
The role of the students as active participants and change
agents could also be improved.
Leadership
There is a noticeable atmosphere of trust and co-operation
within the school between colleagues, and between staff and
students. The climate of openness extends to visitors and
’outsiders’ to the institution.
But there is a need for a more systematic approach to quality
assurance and quality enhancement. There is also a need for
a risk register. For example, are parts of the current pro-
gram today too people-dependent?
The research agendas need to be harmonised with the
needs of degree programmes, and research should be used
as a strategic tool for development.