Student goes on a journey; stranger rides into the classroom: Narratives and the instructor in the design studio

Boling, Elizabeth; Siegel, Martin A.; Smith, Kennon M.; Parrish, Patrick

doi:10.1386/adch.12.2.179_1

Cited by 15 publications

(22 citation statements)

References 6 publications

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“…In our experience, this means that relationships in general have gotten more complicated, while power relationships remain as a factor. Within the university structure we assess our students' progress and their performance, while within the modern studio structure we act as their guides, supporters and even collaborators (Boling, Siegel, Smith, & Parrish, 2013). Arguably this is more confusing for our students, and for us, than was true in the days of closed juries and competition-based progress through educational programs.…”

Section: Challenges In the Context Of Studentsmentioning

confidence: 99%

“…In our discussions and some of our writing (Boling et al, 2013;Exter, Gray, & Fernandez, 2019), we explore the need to recognize and inhabit roles in studio teaching-these are flexible ways of interacting with students on a holistic basis, covering all communications, including talking about design. Part of the challenge of inhabiting a role can be recognizing what fits you versus what may have been appropriate for a past, perhaps greatly admired, studio instructor of your own, and to inhabit that role fully and comfortably.…”

Section: Challenges In the Context Of Ourselvesmentioning

confidence: 99%

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Educating for design character in higher education: Challenges in studio pedagogy

Boling¹,

Gray²,

Smith³

2020

DRS2020: Synergy

Self Cite

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Some particular challenges in studio pedagogy arise from teaching for design character versus focusing solely on skills, knowledge or the cognitive processes of our students. In this paper, three authors with extensive combined experience in studio learning, teaching, and scholarship address these challenges via reflection on our own experiences of research and teaching and in-depth discussion with each other. We adopt a co/autoethnographic approach (Coia & Taylor, 2009), identifying a range of challenges we have faced ourselves across three established and emergent design disciplines. These challenges are grouped in relationship to students, to curriculum, to our colleagues, and to ourselves. In our experience these challenges affect instructors differently than-and in addition to-those presented by traditional studio, and we present opportunities to build on these articulated challenges to further studio pedagogy.

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Section: Challenges In the Context Of Studentsmentioning

confidence: 99%

Section: Challenges In the Context Of Ourselvesmentioning

confidence: 99%

Educating for design character in higher education: Challenges in studio pedagogy

Boling¹,

Gray²,

Smith³

2020

DRS2020: Synergy

Self Cite

View full text Add to dashboard Cite

show abstract

“…Yet, in some higher education (HE) contexts (see UK, US and AUS), the status of the studio is increasingly seen as 'precarious' (Heywood 2009). In its ideal form, studio education requires limited class sizes, large spaces for students to work and inhabit, with access available around the clock and the possibility for work-in-progress to be on constant display (Boiling, Siegel, Smith and Parrish 2013). In addition, studios often accommodate, or are co-located with, specialist resources and technology.…”

Section: Contextmentioning

confidence: 99%

“…Elsewhere, the "inherently social space of the studio" supports international students in making sense of art and design pedagogies (Caldwell and Gregory 2016). However, Boiling Siegel Smith and Parrish (2013) describes the studio as a space of ambiguity with few actual clues to expected behaviours. This ambiguity requires the studio to be 'made coherent" by the tutor.…”

Section: Bridging: the Studio Acts A Bridge Between Academic And Profmentioning

confidence: 99%

Materialising the Studio. A systematic review of the role of the material space of the studio in Art, Design and Architecture Education

Corazzo

2019

The Design Journal

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In art, design and architecture education, the ideal of learning together is intimately bound up with the notion of the studio as a space where students learn alongside (or under the guidance of) an 'expert' tutor (Schon 1987). This is a cherished and central tenet of art, design and architecture education, and a large body of research literature has developed exploring the various dimensions of students and tutors learning together in the studio. However, in an era of managerialism and the massification of higher education, the status of the art, design and architecture studio is increasingly precarious. And although the literature on studio-based pedagogy continues to grow, little directly addresses the role of material space and its contribution to learning. There is, then, a need to articulate the role of the material space of the studio in art, design and architecture education. To address this, a systematic review of the literature was undertaken to identify the major discussions of material space in studio-based education. The process identified 38 peer-reviewed empirical studies of the art, design or architecture educational studio where at least some attention to the material space formed part of the study. A grounded theory analysis of the 38 studies identified six major themes on the role of the material space of the studio in education. The goal of this study is to enrich our understanding of learning in art, design and architecture by examining the contribution of the material space of the studio to educational processes. In particular, by looking at the how the material space of the studio is discussed and conceptualised in the literature on art, design and architecture education. This study extends the idea of 'learning together'. Moving beyond the 'heroics' and flesh and blood of 'expert' tutors and students. It considers how the studio itself is part of the process of learning together.

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“…Beyond these elements of the student experience, we also had early conversations about the appropriate instructional design methodology to use. While Mihaela began this process through the "backwards design" methodology (Wiggins & McTighe, 2005) favored by IMPACT trainers, Colin sent several papers to the team early in Fall 2015 advocating for an experience-first approach to curriculum design (e.g., Boling, Siegel, Smith, & Parrish, 2013;Parrish, 2005;2008). This different perspective prioritized the aesthetic learning experience over learning outcomes and led to conversations among our team regarding the experiences we wanted students to have.…”

Section: Values That Guided Our Workmentioning

confidence: 99%

Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy

Gray

Parsons

Toombs

et al. 2019

IJDL

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In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.

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Student goes on a journey; stranger rides into the classroom: Narratives and the instructor in the design studio

Cited by 15 publications

References 6 publications

Educating for design character in higher education: Challenges in studio pedagogy

Educating for design character in higher education: Challenges in studio pedagogy

Materialising the Studio. A systematic review of the role of the material space of the studio in Art, Design and Architecture Education

Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy

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