Abstract: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 h… Show more
“…Although it is more familiar to put the curriculum definition in the first rank, the overarching concept of common features became the main motto of the studio throughout the semester. Similar pedagogical paths also exist in the current literature (Deamer 2000;Boling et al 2020), which showed ways to configure higher issues as a pedagogical aim and link them with the strict formulations of the course descriptions in the program catalogues.…”
Section: Resultssupporting
confidence: 54%
“…Similar pedagogical paths also exist in the current literature (Deamer 2000; Boling et al . 2020), which showed ways to configure higher issues as a pedagogical aim and link them with the strict formulations of the course descriptions in the program catalogues.…”
United Nations (UN) released the 2030 Agenda for Sustainable Development in 2015. This agenda has received attention from various disciplines and sectors globally; partnerships from private and public sectors were formed to play a role in this challenging ambitious plan. However, architectural education and professional organisations in Turkey have not been strongly engaged with the agenda in particular. To meet this gap and create synergy, this paper aims at presenting pedagogical paths followed in a graduation studio, integrating the studio outcomes with UN 2030 Sustainable Development Goals (SDGs), which have not been widely covered either in nationwide architectural education or professional policies. In addition, the paper focuses on how the SDG action plan is echoed in higher education as well as in the discipline of architecture in Turkey. The paper is a case study in architectural education of which the motivation is to create awareness about UN SDGs among the students; to give insights and demonstrate a realistic design policy to achieve development targets. The pedagogical path presented here is original and aims to fulfill an interlude in the literature, which is still emerging. The case presentation includes the process and the results with a sufficient number of student projects as outcomes of the studio.
“…Although it is more familiar to put the curriculum definition in the first rank, the overarching concept of common features became the main motto of the studio throughout the semester. Similar pedagogical paths also exist in the current literature (Deamer 2000;Boling et al 2020), which showed ways to configure higher issues as a pedagogical aim and link them with the strict formulations of the course descriptions in the program catalogues.…”
Section: Resultssupporting
confidence: 54%
“…Similar pedagogical paths also exist in the current literature (Deamer 2000; Boling et al . 2020), which showed ways to configure higher issues as a pedagogical aim and link them with the strict formulations of the course descriptions in the program catalogues.…”
United Nations (UN) released the 2030 Agenda for Sustainable Development in 2015. This agenda has received attention from various disciplines and sectors globally; partnerships from private and public sectors were formed to play a role in this challenging ambitious plan. However, architectural education and professional organisations in Turkey have not been strongly engaged with the agenda in particular. To meet this gap and create synergy, this paper aims at presenting pedagogical paths followed in a graduation studio, integrating the studio outcomes with UN 2030 Sustainable Development Goals (SDGs), which have not been widely covered either in nationwide architectural education or professional policies. In addition, the paper focuses on how the SDG action plan is echoed in higher education as well as in the discipline of architecture in Turkey. The paper is a case study in architectural education of which the motivation is to create awareness about UN SDGs among the students; to give insights and demonstrate a realistic design policy to achieve development targets. The pedagogical path presented here is original and aims to fulfill an interlude in the literature, which is still emerging. The case presentation includes the process and the results with a sufficient number of student projects as outcomes of the studio.
“…• The design studio (Boling et al, 2016), with an embedded focus on project-based work and critique as a means of socialization and formative assessment. This pedagogy was operationalized as the design lab sequence, where students worked in a custom-built lab with a range of prototyping equipment and collaborative workspaces.…”
Section: Historical Framing Of the Programmentioning
In this design case, we describe our design process that resulted in recommendations for a four-year undergraduatecurriculum in transdisciplinary studies. The case is centered on a fast-paced, two-week design “sprint” undertaken by thetwo authors, which involved consolidating and synthesizing program evaluation data and course designs from the threeprevious years of a novel undergraduate transdisciplinary degree program, creating design blueprints that outlinedprogram-level objectives, and identifying recommendations for future course-level design. In the process of completingthese hand-off materials for the incoming team of instructors, we had to work through substantial ambiguity, balancing the needs of identified learner personas, the capabilities of existing instructional team members, and the end goalof producing students that had a flexible, personal transdisciplinary identity. This case describes the design activitieswe used, the instances of failure that precipitated our design sprint, the instructional and institutional constraintswe faced, the blueprints for future instructional design we created on the course and program level, and the ultimatefailure of the degree program we sought to support.
“…Yet rather than teachers dismissing these emotions as immature, or attempting to avoid them by excluding stressors like teamwork from the first‐year curriculum, engaging students in critical conversation about the multifaceted nature of collaborative work, as discussed below, can foster a space for transparency and mutual empathy between academics and students. As Boling et al (2020, 1874) note, studio‐based learning can be a painful process for students and one that requires an empathetic approach: Rather than distancing ourselves from our students’ pain, addressing them as whole persons while they learn requires recognizing their pain, acknowledging that we have set up the circumstances for creating it, and constantly assessing how much of it is productive versus that which we could and should work to eliminate. This requires almost constant examination of what we are doing, what we expect to accomplish, and what assumptions we are making about the studio .…”
Across disciplines, skills associated with collaboration are now ubiquitously considered requisite graduate attributes. Despite decades of studies on the various dimensions of academic teamwork, challenges for both students and staff remain. For this year‐long study at a UK school of architecture, we considered teamwork as a thread woven through the first‐year curriculum, traversing course modules and project types. The primary aim of the study was to evaluate the collective impact of teamwork activities on the incoming cohort of 200+ undergraduate students and how the structuring and coordination of such activities might improve the holistic student experience. Across two rounds of online questionnaires and focus group sessions, student participants articulated the benefits of collaboration for learning, socialisation and professional development. However, resentment towards teamwork increased throughout the year, as frustration with disengaged cohort mates grew, and student sought greater structure and oversight from tutors. On the other hand, when given the chance to reflect on the multidimensional nature of teamwork in focus group discussions, many students adopted a productively nuanced perspective toward the topic. This implies that, whether students like or dislike certain aspect of collaborative projects, opportunities for critical conversation can promote or prompt an appreciation for the educational value of including teamwork projects in curricula. The results of this study should be relevant to educators seeking to improve the implementation and effectiveness of team‐based learning, particularly those in design‐based fields and those in higher and professional education contexts.
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