Studio Pedagogy

Carpenter, Russell; Valley, Leslie; Napier, Trenia; Apostel, Shawn

doi:10.4018/978-1-4666-2673-7.ch016

Cited by 3 publications

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Rethinking design studios as an integrative multi-layered collaboration environment

Park

2020

Journal of Urban Design

View full text Add to dashboard Cite

This paper discusses experimental studios within an incremental collaboration framework to better understand the opportunities of peer-to-peer learning and student collaboration. Using qualitative methods including observation, interviews, peer-evaluations, and descriptive assessments of student work, the study revealed that collaboration can lead to both progression and regression in overall learning processes depending on the approach (mandatory/selfdirected), group composition, and how students arrive at common decisions. The findings suggest that a strategically designed studio structure combined with multiple, diversified collaboration strategies are essential to give students successful learning experiences in both explicit and tacit forms.

show abstract

Rethinking design studios as an integrative multi-layered collaboration environment

Park

2020

Journal of Urban Design

View full text Add to dashboard Cite

show abstract

Using Writing Studio Pedagogy To Help Students Reclaim Their Disabilities And Sexualities In A High School Writers' Workshop

Kim

View full text Add to dashboard Cite

This dissertation is an exploration into what students stand to gain from being mentored in terms of reclaiming their disabilities and sexualities. Writing studio pedagogy supports the following ideas: an understanding that composition is a social process and, therefore, must take place in a social environment, an acceptance of multiple composing tools, multiple problem-solving strategies, an acceptance that students possess many and different creative thinking processes, an awareness that spatial design matters for successful teaching and learning, and, finally, an understanding of writing as play. My primary research question is: How can practicing writing studio pedagogy transform the writing classroom into a space for students who identify as learning-disabled and LGBT to reclaim their disabilities and sexualities? My research project reveals that students who identify as learning-disabled and LGBT can reclaim their disabilities and sexualities when they are empowered, by others and themselves, to relearn their differences into strengths and use those strengths to become agents of social change by means of composing activist texts for their schools and their communities. By becoming agents of social change at school and in their communities, learning-disabled and LGBT students can motivate teachers and peers to unlearn accommodations and stereotypes.

show abstract

Exploring the Collaboration Skills among Architecture Students: A Quantitative Study in North Cyprus

Karimi,

Farivarsadri

2024

Buildings

View full text Add to dashboard Cite

This research investigates the collaboration competencies among architecture students at Eastern Mediterranean University, in North Cyprus, highlighting the necessity for curricular enhancements to foster teamwork skills essential for professional practice. A structured questionnaire was administered to 77 final-year students, evaluating their knowledge, abilities, and experiences in collaborative settings. Factor analysis revealed twelve key components of collaboration, indicating moderate skill levels overall. Notably, students excelled in work quality, self-reflection, and time management yet exhibited deficiencies in team learning, role adaptability, and equitable idea contribution. This study identified five critical dimensions of teamwork: interpersonal facilitation, collaborative leadership, engagement contribution, active listening, and transparent information exchange. A strong correlation emerged between students’ perceived readiness for collaborative work and their self-rated leadership and interpersonal skills. Comparative analysis showed distinct collaboration skill sets between international and domestic students and across different academic years. These insights emphasize the imperative for architectural education to progressively incorporate specific learning activities and interventions to cultivate teamwork competencies systematically. The development of such skills is vital for preparing graduates to effectively navigate and lead within the multidisciplinary contexts they will face. Recommendations include curriculum redesign to integrate explicit teamwork instruction, faculty development programs, and fostering an educational culture that consistently values collaboration. Future studies should investigate effective pedagogical strategies for nurturing collaboration skills and examine how individual variances affect the acquisition of these critical abilities.

show abstract

Studio Pedagogy

Cited by 3 publications

References 2 publications

Rethinking design studios as an integrative multi-layered collaboration environment

Rethinking design studios as an integrative multi-layered collaboration environment

Using Writing Studio Pedagogy To Help Students Reclaim Their Disabilities And Sexualities In A High School Writers' Workshop

Exploring the Collaboration Skills among Architecture Students: A Quantitative Study in North Cyprus

Contact Info

Product

Resources

About