During my foundation studies, the ITD module evoked conflicting emotions, creating both moments of admiration and frustration. Nonetheless, this academic experience proved to be highly advantageous, offering valuable insights into the world of drawings. As a result, it has served as an excellent stepping stone, preparing me effectively for my upcoming degree year.

 

                           I have gained a deeper understanding of the importance of discipline-specific knowledge and skills. The TGCs (1.0) emphasized the significance of acquiring, comprehending, and applying knowledge and skills in a professional context. As I engaged in assignments, such as drawing historical monuments (assignment 1), I realized that my ability to demonstrate professional competence in technical drawing and artistic skills was essential in accurately representing historical structures.

 

                           Moreover, the TGCs (2.0) on problem-solving, critical, and creative thinking skills were invaluable during the interpretation of three-dimensional spaces and their translation into two-dimensional orthographic drawings (assignment 2). Analyzing and synthesizing evidence allowed me to rationalize and arrive at well-considered design solutions. The application of critical and creative thinking skills in this group work project enabled us to collaboratively explore innovative and practical design ideas for the micro house.

 

                           In the context of communication skills (TGCs 3.0), I learned to create and deliver messages effectively, especially when presenting my work to my tutor. From drawing historical monuments to designing a micro house, clear and cogent communication was vital in conveying my design concepts and ideas to both peers and stakeholders.

 

                           The concept of lifelong learning (TGCs 4.0) became evident throughout my studies as I consistently sought self-improvement and professional growth. Engaging in self-directed learning, self-reflection, and ongoing self-monitoring allowed me to refine my skills and continuously strive for excellence.

 

                           Finally, the personal and social competencies (TGCs 5.0) were crucial in fostering positive interactions with peers and team members. As an architecture student working on group projects, the ability to empathize, collaborate, and lead towards common goals enhanced our collective creative potential.

 

                           In conclusion, the TGCs have provided a framework for my growth as an architecture student. The cultivation of discipline-specific knowledge and skills, problem-solving abilities, effective communication, lifelong learning mindset, and personal-social competencies has been fundamental to my development. As I move forward in my architectural journey, I am confident that these attributes will continue to shape me into a well-rounded and competent architect, capable of making meaningful contributions to the built environment.