كليدواژه :
آموزش معماري , آموزش شهرسازي , دانشكده معماري و شهرسازي , دانشگاه هنر , ارزيابي آموزش
چكيده فارسي :
دانشكده معماري و شهرسازي دانشگاه هنر همانند ديگر دانشكده‌ها نيازمند ارزيابي مستمر كيفيت آموزش خود با توجه به برنامه‌هاي درسي و اجراي آنها، ميزان ارتباط با مسائل واقعي حرفه و مسائل مورد توجه روز و همچنين ديدگاه اعضاي هيئت علمي و دانشجويان در مورد ميزان موفقيت آموزش‌ها است. ارزيابي كيفيت آموزش در تمامي گروه‌هاي آموزشي و مقاطع تحصيلي دانشكده به تفكيك هر رشته/مقطع و به صورت تجميعي در كل دانشكده، هدف اين پژوهش است. تعيين ميزان قوت و ضعف آموزش در زمينه‌هاي مختلف مربوط به رشته‌هاي آموزشي مورد نظر است. سامانه تحقيق كيفي و روش پيمايشي، با استفاده از ابزار پرسش‌نامه براي جمع‌آوري اطلاعات و آمارهاي توصيفي و استنباطي براي تحليل آنها انتخاب شده‌است. طبق نتايج به دست آمده زمينه دانش نظري، هنري و فلسفي در دانشكده در بالاترين سطح و مهارت‌هاي فني و اجرايي در پايين‌ترين سطح از نظر همه گروه‌هاي پاسخ‌دهنده ارزيابي شده است. آموزش‌هاي دانشكده از نظر اكثر پاسخ‌دهندگان، در فراهم كردن زمينه مناسب ورود به حرفه و فعاليت پژوهشي داراي كاستي هستند. بيشترين اختلاف نظر در مورد نياز به تكميل آموزش‌ها در زمينه دانش روز‌آمد و تكنولوژيك و دانش علمي و حقوقي مشاهده مي‌شود.
چكيده لاتين :
The Faculty of Architecture and Urban Planning of University of Art, like any other university faculty, needs an ongoing evaluation of education quality in order to make progress and succeed. This evaluation is based on curricula and their implementation, relationship with realistic and current issues of the profession, and faculty members' and students'
perspective about the education. The purpose of this study is to evaluate the quality of education as a whole as well as
separately in each department and degree program. The study includes the general strengths and weaknesses of education
in the faculty, significant points about different disciplines and majors of each degree program, and the commonalities
and differences between the professors' and students' views. The research strategy is qualitative and uses a combination
of quantitative and qualitative methods. The method of data collection is a survey method that has been selected using a
questionnaire. Descriptive and deductive analysis of data and contextual commentaries have been used. The main group
of respondents, the faculty members, were questioned one by one, and the second large group, that is, the faculty students,
were questioned randomly with an error coefficient of 0.06 in the Cochran’s formula. Three common questions in the
questionnaire of all groups are focused on the faculty evaluation. The first question evaluates the current state of the faculty
in eight educational aims including: “Drawing and Manual Skills”, “Technology Application Skills”, “Applied Design
Skills”, “Scientific and Legal Knowledge”, “Technical and Executive Knowledge”, “Up-to-Date and Technological
Knowledge” and “Theoretical, Artistic and Philosophical Insights”. The second question is evaluating the effectiveness
of academic education about the student’s possible goals, which are divided into four categories: “Completing Current
Program”, “Continue to Study in Next Program”, “Starting Professional Activity” and “Participating in Research
Activities”. The third question asks about the need for further education in open courses, for example, related to the
same educational aims of the first question. The total results of the faculty evaluation for both groups of respondents
show the highest score in “Theoretical, Artistic and Philosophical Insight” aim. “Technical and Executive Knowledge”
is also a common aim with a low score between the two groups of respondents. "Drawing and Hand Skills" have a high
score by faculty members, and "Up-To-Date and Technological Knowledge", "Using technology skills", are also at
the lowest levels of evaluation by students. According to the total results of the question of achieving the goals, two
groups mentioned: "Starting Professional Activity" as the most significant weakness, and faculty members consider
"Participating in Research Activities", weakness as well. The quantitative results of the question for further education in
the same fields of educational aims, indicate the consensus of the two respondent groups on the "Technology Application
Skills" in the first place and "Research Skills" and "Technical and Executive Knowledge" in the next places. At the same
time, the most significant difference is in "Scientific and Legal Knowledge", which is a priority for faculty members, and
"Up-to-Date and Technological Knowledge", which is considered much more important for students.
