Research Summary: Making professional learning pathways visible: student-generated curriculum visualization and rubric-based self-checking in a landscape architecture bridge course

An exploratory case study in Taiwanese higher education investigated novel strategies to enhance student understanding of professional learning pathways. The study leveraged student-generated curriculum visualizations and rubric-based self-checking within a landscape planning theory course, positioning it as a bridge between foundational and professional learning. This approach aimed to clarify the coherence of academic programs and their relevance to future professional roles, utilizing fishbone diagrams for mapping course relationships and rubrics for formative self-assessment.

Why it matters

This research highlights the importance of making educational and professional pathways explicit to stakeholders, particularly in complex academic and vocational training contexts. Improving clarity around learning trajectories can enhance engagement, retention, and the effective preparation of individuals for professional practice, directly impacting talent development and workforce readiness.

Key insights

• Students in professional higher education programs may lack a clear understanding of how individual courses integrate into a coherent learning pathway or relate to future professional roles.
• A single-case study explored the use of student-generated curriculum visualization and rubric-based self-checking in a junior-year landscape planning theory course in Taiwan.
• The course served as a critical curricular threshold, bridging foundational design learning with more integrative, planning-oriented, and professionally situated learning.
• Fishbone diagrams were employed by students to map vertical and horizontal relationships between courses, concepts, competencies, and future professional applications.
• Rubrics were utilized as formative self-check tools, enabling students to assess their own progress and understanding.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1870648