ABSTRACT
By a lifetime in learning, the architect acquires disciplinary knowledge, skills, sensitivities, and sensibilities. At the same time, architects develop a confident self-identity and membership in a community of practice. These twin missions of an architectural education are necessary for the advancement of the profession and part of its service to societal needs. It is also, of course, a framework of responsibility and interaction between the academy and the profession. In postindustrial society, these demands have shifted measures of educational success to output measures of empirically demonstrated learning. Best practice is now consequently based on the Scholarship of Teaching and Learning (SOTL) and engaged with theories of learning, multiple intelligences, and a cycle of assessment and introspection.
