This section highlights a range of teaching approaches aligned with Faculty of Architecture, Building and Planning values, including internationalisation, cultural responsiveness and inclusive assessment. Each resource offers practical insights and guidance for enhancing student engagement, equity and belonging across diverse cohorts.
Teaching Practice
Delivery, Interaction, Assessment +
BEL+T's DIAgram is a foundational framework for designing engaging, inclusive and well-aligned learning experiences for built environment education.
The DIAgram outlines how delivery, interaction and assessment can be purposefully coordinated to support student engagement and belonging. It also highlights the role of supportive learning environments and the importance of thoughtful subject design across all modes.
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Delivering Content
Exploring modes of content delivery and the dynamic roles of teachers and students in shaping meaningful, multimodal learning experiences.
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Interaction + Collaboration
Tactics and tools that foster active student participation, peer learning and community through synchronous and asynchronous engagement.
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Assessment + Feedback
Student-centred strategies for designing, delivering and reflecting on assessment and feedback to support meaningful learning and teaching outcomes.
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Coordination
Guidance and tactics for creating subject experiences that are structured, cohesive and clear—based on student feedback and staff practice.
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Supportive Learning Environments
Strategies and practices that centre student wellbeing, foster belonging and shape inclusive, relational spaces for learning and engagement.
Generative AI
BEL+T's Guidance on Generative AI offers ABP subject coordinators, and other educators in built environments disciplines, some key concepts and definitions in this fast-developing space.
This resource was initially developed in 2023, and has been updated in anticipation of Semester 1, 2024. This guidance will continue to be updated as institutional advice is released, and as the broader academic discussions of these issues develop. It reviews more general advice and guidance, and complements MCSHE and University Guidance (April 2023 update) with a focus on some issues of specific relevance to built environment educators. This guidance is also influenced by the University of Melbourne AI Principles, which have been designed to guide actions around the adoption and use of AI tools and systems.
Of course, the range of pedagogies and teaching practices relevant to built environment disciplines is particularly wide. Some subjects take teaching approaches that are closer to HASS disciplines, while others are more aligned to STEM pedagogies. This means that the types of genAI tools and issues relevant to teaching are similarly broad. In addition, studio pedagogies introduce practices as well as concerns relating to creativity and original authorship in a genAI context. There is much to be learned and many nuances to this complex and evolving space, and there are clearly significant ways in which these new tools are likely to impact built environment disciplines and education. There are many opportunities for innovation as well as valid concerns to consider, particularly relating to how students develop foundational knowledge and critical perspectives, the implications of biased datasets and the treatment of intellectual property. For all subjects, clear and careful assessment design offers a heightened focus on what our students are learning, and what they will need to learn, as they engage with these tools.
We are looking forward to your comments on this guide, and to sharing the excellent and creative approaches that ABP educators are taking in this dynamic and evolving landscape – keep watching this space!
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What Is GenAI?
An introduction to genAI, its principles, and examples of its applications.
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GenAI in the Built Environment
The impact of genAI in Built Environment disciplines, with insights from ABP academics on the evolving role of genAI in professional practice, and the implications for future graduates.
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GenAI in Learning and Teaching
Introducing the challenges and opportunities of genAI as seen through a learning and teaching lens.
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GenAI and Self-Directed Learning
How students might use genAI to support and supplement their learning.
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GenAI and Assessment Design
Assessment design in the context of genAI, and the importance of aligning learning outcomes with AI literacy.
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Securing Assessment Design
This resource outlines secured assessment types tailored to the pedagogical needs of built environments subjects.
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Assessment Design for Collaboration with GenAI
A framework for understanding and implementing genAI in assessment through the lens of group work dynamics.
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GenAI and Student Academic Integrity
Guidance for teaching staff on University policy governing students’ use of genAI, in the context of academic integrity and academic misconduct.
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GenAI for Assessment of Student Submissions
The University's guidelines on using AI tools for assessing student work.
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Further Information