A theoretical framework for the studio as a learning environment

Brandt, Carol B.; Cennamo, Katherine S.; Douglas, Sarah A.; Vernon, Mitzi; McGrath, Margarita; Reimer, Yolanda Jacobs

doi:10.1007/s10798-011-9181-5

Cited by 101 publications

(83 citation statements)

References 25 publications

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“…In other domains, we would expect similar benefits from striving to create environments and tasks where students engage in work that approximates those done in their model industry. Studio-based instruction (Brandt et al, 2013) is one compelling way to accomplish this in many design or problem-centered fields.…”

Section: Discussionmentioning

confidence: 99%

Improving Problem-based Learning in Creative Communities Through Effective Group Evaluation

West¹,

Williams²,

Williams³

2013

Interdisciplinary Journal of Problem-Based Learning

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In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews with nine key community leaders, we considered the evaluative culture and actions of this community, and how these evaluative practices improved their creative problem solving. We describe their evaluation practices in the context of principles derived from the Joint Committees' Evaluation Standards (Yarbrough, Shulha, Hopson, & Caruthers, 2011), which are well-respected standards used by professional evaluators. Specifically, we found that problem-based learning strategies were successful in part because the community members (1) established a context and culture of high expectations, collaboration, and evaluation; (2) united the students, teachers, and industry leaders as shared stakeholders in the success of the project; (3) identified early the key criteria for evaluating progress; and (4) asked questions to evaluate progress towards meeting the criteria, using many approaches to gathering information. We discuss the implications for applying these principles to other problem-based learning environments, particularly in higher education, as well as future research.

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Section: Discussionmentioning

confidence: 99%

Improving Problem-based Learning in Creative Communities Through Effective Group Evaluation

West¹,

Williams²,

Williams³

2013

Interdisciplinary Journal of Problem-Based Learning

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“…Coaches can empower students to learn how to act independently (Goldschmidt et al, 2014) and construct their own design voice as they socialize students into the complexities and ambiguities of professional practice (Brandt et al, 2013;Murphy, Ivarsson & Lymer, 2012;Oak, 2000;Oak & Lloyd, 2014;McDonnell, 2016). During design reviews, coaches also model for students their own perspectives on design practice, making visible their accumulated experience, knowledge, and belief systems -the social norms that shaped their design practice (Gray & Howard, 2016;Uluoğlu, 2000).…”

Section: Functions Of Coaching -Mechanisms For Learning and Self-authmentioning

confidence: 99%

“…For example, architectural and product design reviews emphasize improvement (Cardella, Buzzanell, Cummings, Tolbert & Zoltowski, 2014) and direct experience with materials (Brandt, Cennamo, Douglas, Vernon, McGrath & Reimer, 2013). Variations include informal critique sessions between a teacher and student or a few students on a team, group review sessions where all students participate actively or passively in critiques of all student projects, and juried assessments where students present final work to a jury of invited professionals (Goldschmidt, Hochman & Dafni, 2010;Oh et al, 2012).…”

Section: Variations In Design Reviews Across Disciplinary Cultures Anmentioning

confidence: 99%

Approaches to Coaching Students in Design Reviews

Adams

Forin

Joslyn

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Studio based learning was traditionally a model developed for design based disciplines, such as architecture and industrial design 26 . The studio model is often applied to design based instruction 26 , and design itself is considered a type of ill-defined problem 15 .…”

Section: Studio Environmentmentioning

confidence: 99%

“…The studio model is often applied to design based instruction 26 , and design itself is considered a type of ill-defined problem 15 . Brandt et al questions the benefits of problem based learning for design problems and indicate that maybe a studio approach is more adequate.…”

Section: Studio Environmentmentioning

confidence: 99%

Problem Solving in a Multidisciplinary Environment: Observations from a Newly Developed Program

Debs¹,

Dionne²,

Exter³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Some of her previous research has focused on software designers' formal and non-formal educational experiences and use of precedent materials, and experienced instructional designers' beliefs about design character. These studies have highlighted the importance of cross-disciplinary skills and student engagement in large-scale, real-world projects.Dr. Exter currently leads an effort to evaluate a new multidisciplinary degree program which provides both liberal arts and technical content through competency-based experiential learning. Dr. Mark Shaurette, Purdue University, West LafayetteMark Shaurette has a MS in Civil Engineering from the Massachusetts Institute of Technology and a PhD in Technology from Purdue University. He is currently an associate professor at Purdue University, was a 2012 Fulbright Scholar in Ireland, and has work experience that includes 30+ years of senior construction management practice as well as work as a research engineer for the National Association of Home Builders Research Foundation. He is active in research, education, and community outreach in the areas of building retrofit for energy conservation, sustainable construction practices, management of the demolition process, material reuse and recycling, as well as instructional design in technology education.c American Society for Engineering Education, 2015Page 26.1254.1 Problem solving in a multidisciplinary environment: observations from a newly developed programThis paper examines how students deal with problem solving in a multidisciplinary environment, during the development of their final project for the semester. Problem solving is considered an important skill for both professionals and students. The paper analyzes one of two courses created for a new multidisciplinary program; this course uses a design studio model. Students attending this course come from disciplines as diverse as computer and network technology, computer graphics technology, electrical and mechanical engineering technology, building construction management, exploratory studies and others. This study is based on the experiences of one of the course instructors, as well as class observations conducted during the final month and a half of the Fall 2014 semester. The findings indicate that students are motivated by opportunities to look at each other's work, and they are engaged by the process of providing feedback during presentations. On the other hand, some issues were observed, such as females being quieter in groups than male students. Regarding problem solving strategies, the groups of students were found to engage in developing one solution as opposed to first considering a range of options and then narrowing down to the best option to further develop. Alternate solutions were considered only when a problem was detected. This corroborates with research on novice problem solving.

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A theoretical framework for the studio as a learning environment

Cited by 101 publications

References 25 publications

Improving Problem-based Learning in Creative Communities Through Effective Group Evaluation

Improving Problem-based Learning in Creative Communities Through Effective Group Evaluation

Approaches to Coaching Students in Design Reviews

Problem Solving in a Multidisciplinary Environment: Observations from a Newly Developed Program

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