Using a Peer Resource Learning Model in Planning Education

Abstract

A studio-based approach to planning education provides opportunities for employing a peer resource model whereby students facilitate each other's learning. This paper describes the experience of coordinating undergraduate studio classes from different levels of study as students worked on a series of related projects. The authors suggest that a peer resource model of education empowers students with confidence in their own experience and growing expertise. Peer resource learning demonstrates the potential of collaborative initiatives while providing a model of the professional work environment.

Planners Learning and Creating Power

“…Planning has a long tradition of bridging students into practice networks, such as a CoP, though not for science engagement and learning (Grant and Manuel 1995;Ozawa and Seltzer 1999;Dalton 2001). Recent articles have described the value of peerto-peer, active, and learner-centered approaches in planning (Shalinsky and Norris 1986;Grant and Manuel 1995;Brooks et al 2002).…”

‘Go, and Do Thou Likewise’?

“…It seems that fewer present-day planning education programs rely on studio or ; workshop learning to the extent that earlier planning programs did (Grant & Manuel 1995;Wetmore & Huemann 1988 ; community groups they are uncomfortable in dealing with. However, the obvious costs need to be balanced against the potential benefits.…”

“…Clearly the three categories are not Grant & Manuel (1995), lnnes (19951, Kaufman & Simons (1995), Royal Australian Planning Institute (1997), Thomas (1996). Verma (1995Verma ( .1996.…”

“…In Germany it is primarily an undergraduate (but 4-5 year) course, while in the US and Canada it is primarily a two-year graduate program ' (1997:95(Endnote)). In The reduced resources available to planning educators means that we live in times of 'fiscal uncertainty' (Grant & , Manuel 1995).…”

Teaching Scenario-Based Planning for Sustainable Landscape Development: An Evaluation of Learning Effects in the Cagliari Studio Workshop

“…Lehmann et al [25] explore problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education. Grant and Manuel [26] report on efforts for enhancing peer learning (students facilitating each other's learning) in workshops and find that such learning fosters students' confidence in their abilities and expertise. Stoltz and Brown [27] are interested in enhancing the independence of learning in studio teaching and use assessments of content and maturity of thought in student submissions as indicators.…”