Abstract:

Interconnectivity has become a hallmark of current pedagogy where everything from team teleconferences through to global supply chains for research and production are expected. Given the proclivity of current post-secondary students, the Generation Z demographic, and the resources available to them to cooperate and network, from Wikipedia to GitHub, collaboration is essential to currency in academic success. Traditionally peer evaluations serve to best assess students’ collaborative contributions. Unfortunately collaboration and team work in the academic arena is pedagogically out of step with the current student demographic. Peer evaluations yield one of two extremes. At one end of the spectrum peer evaluations are overly punitive where students grade each other against their own criteria whereas on the other end it is an exercise in collusion where students assess each other generously. In both cases, students do not learn core pedagogical objectives. Within the discipline of architecture, collaboration is invaluable. This paper investigates an ongoing examination of developing greater methods of impact and engagement in peer assessment and collaboration through architecture curricula and offers insights on strategies for implementation in the future.

Keywords:

Peer evaluation, collaboration, pedagogy, generation z.