SGVU has a longstanding reputation for professional education. We have layed Practice of having project oriented laboratories which define the new objectives in terms of seeking to enhance knowledge and understanding relating to the questions or problems to be addressed. It must also specify why it is important that these particular questions or problems should be addressed, what other research is being or has been conducted in this area and what particular contribution this project will make to the advancement of creativity, insights, knowledge and understanding in this area.

Students need explicit opportunities to engage in all parts of the experiential learning cycle: planning and preparing for practice experiences; engaging in practice; reflecting, interpreting and making connections during and after practice. These opportunities need to be made in the curriculum and supported by student engagement with others in both university and practice environments. Learning technologies, including blogs and e-portfolios, can be used to support students’ reflection, with online resources and forums used to support students in sharing and comparing experiences with others.

This help to expand and strengthen their competences in the realms of Industry and social environment disciplines. These units have in common, that they are dedicated to inter- research and learning, putting an emphasis on hands-on collaborative research and education, and bringing together the disciplinary resources of the academy with the practical spheres of architecture, design and planning. This original investigation is undertaken in order to gain new knowledge partly by means of practice and the outcomes of that practice. The results of practice based laboratory may be fully described in text form without the inclusion of a creative work. The primary focus of this is to advance knowledge about practice, or to advance knowledge within practice. The highlights of the project based learning are:

Recognition of work-based learning, where university learning offers recognition and intellectual extension of learning in practice;
field trips and visits, real and virtual;
Simulations and role plays: high to low fidelity, face-to-face or online;
Problem-based, issues-based or practice case-based approaches to learning in subjects;
Student use of cutting-edge technologies in practice-based scenarios;
Student-created media resources that illustrate aspects of practice, including podcasts and vodcasts (higher immersion for the creators, lower for other users);
Guest lectures, broadcasts or podcasts from professional practitioners