UCL’s twenty-year vision and a wholesale commitment to changing programs of study/ its goal is to enable students to participate in research and inquiry throughout their education/ allows students to make connections both vertically across a program’s year groups and horizontally across disciplinary divides, even beyond the university setting/ research-based education aspires to widen the notion of what constitutes legitimate research and who has the authority to contribute to it.

The University is changing: new ways of knowing in order to thrive in a unknown future/ in the age of supercomplexity a new epistemology for the university awaits, one that is open, bold, engaging, accessible, and conscious of its own insecurity (Barnett)

SIX DIMENSIONS OF CONNECTIVITY

• students are encouraged to connect with staff and learn about ongoing research
• connected sequence of research activities throughout students’ programs (scaffolding)
• research is inherently social/ students are encouraged to connect their learning across the subjects they are taking and with the wider world
• students are encouraged to connect academic learning with workplace learning and develop a full range of professional attributes and skills
• assessments: critical questions concerning their forms or types of skills they address
• interpersonal connections between people from different disciplines, cultures and backgrounds

References

Carnell, B., 2017. Towards a connected curriculum in architectural education: research-based education in practice. In Charrette 4(1) Spring 2017, pp. 14-26

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