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BSU Curricular Design Process

BSU Curricular Design Process. Timothy T. Gyuse Dept of Urban and Regional Planning Benue State University Makurdi, Nigeria. Six Issues to Address. What demand led to the creation of the degree? What pedagogical approach informs our curriculum Do you allow for Studio Learning?

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BSU Curricular Design Process

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  1. BSU Curricular Design Process Timothy T. Gyuse Dept of Urban and Regional Planning Benue State University Makurdi, Nigeria

  2. Six Issues to Address • What demand led to the creation of the degree? • What pedagogical approach informs our curriculum • Do you allow for Studio Learning? • What makes the degree distinctive? How does it respond to the Nigerian situation? • An Outline of the programme • What are the constraints?

  3. What demands informed the degree? • The challenge of rapid and unsustainable urbanization • The demands of the Nigerian Urban Planning Law 1992

  4. What Pedagogic Approach • 1. Recognition that planning is a problem solving profession • 2. At BSU many of the incoming frosh have little or no experience of an urban areas • 3. How do you turn rural people into advocates for the city in five years? • 4. We believe the key will be making the programme as experiential & participatory • 5. therefore: lectures must parallel hands on contact with the city.

  5. Any Studio Learning • Traditional Studios as skill development • Studio projects to be as much as possible be based on real life issues in the community • Participation in real life learning experiences with outcomes that can be used • Department registering a firm to compete in the market place and be a vehicle for all kinds of other involvements.

  6. What makes the degree distinctive • Designed for students who have no experience living in an urban area • Has special focus on planning for riversides and flood plain areas • Emphasises primary research • Multidisciplinary academic staff: planners, architects, engineers, environmental scientists all of whom are either RTPs as well or in the process of becoming. • Attempts to marry hands on with theory

  7. Programme Outline • First 3 years skill and competency building and development at its widest range – A to Z • Last 2 years in programme finishing and lauching • 6 months SIWES after third year • BURP leads to M.Sc. (24m) in specialties • BA/BSc in allied fields lead to MURP (36m) • Both Masters registrable for PhD if CGPA>3.0 which is for “knowledge producers”

  8. Constraints • Finances: limit staff recruitment & range of exposure for students • Duration + experience of intake limits possible outcomes • Status of planning as a public sector occupation limits expectations and training outlets • TOPREC Requirements constrain programme flexibility • Accreditation requirements from NUC restrain how much can be done to focus on locality and speed of take off • Motivating staff to buy into a non traditional approach to planning and planning education

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