| dc.description.abstract | In 2000, the Uganda Martyrs University introduced a new built environment program, a Bachelor of Science in Building Design and Technology (BSc BDT), marking the first time a private institution had entered the field of built environment education in Uganda. It was also the first new built environment program to be introduced in Uganda since the introduction - in 1989 - of the Bachelor of Architecture program at Makerere University.
The BSc BDT program is directed at graduating young men and women who can fill a gap that exists between Architects and Engineers on the one hand, and Construction Workers/Artisans on the other. In addition it is intended that, the BSc BDT fulfils the prerequisite requirements for entry into a two-year graduate entry Bachelor of Architecture
(BArch) professional degree. This represents the first time a two-tier architecture program has been offered in the East and Central African region. A central objective of the BSc BDT and the BArch programs is to train budding professionals in contemporary methods and practices in order to solve problems in the built environment.
This paper outlines some of the issues that were faced during the development of the BSc BDT curricula, and in the implementation of a new integrated teaching and learning approach that emphasised Problem-Based-Learning (PBL). In addition, using examples derived from the experience of the authors, the paper will discuss some of the challenges and limitations faced by staff and students during the implementation of the initial program and during the
change to PBL. | en_US |
