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1.
Studio-based instruction, as traditionally enacted in design disciplines such as architecture, product design, graphic design, and the like, consists of dedicated desk space for each student, extended time blocks allocated to studio classes, and classroom interactions characterized by independent and group work on design problems supplemented by frequent public and individual critiques. Although the surface features and pedagogy of the studio have been well-documented, relatively little attention has been paid to student and teacher participation structures through which design knowledge is co-produced among instructors and students within the studio. The purpose of this study was to investigate the nature of faculty?Cstudent interactions through which students learn to think and act as designers. To that end, we have collected and analyzed ethnographic data from five studio classrooms across three design disciplines (architecture, industrial design, and human?Ccomputer interaction). Our findings provide insight as to the ways that dialogue??the ??right kind of telling????and particular social practices in the studio support students as they learn to solve ill-structured design problems while being simultaneously inducted into practices that reflect the professional world of their discipline. In each of the studio classrooms, the instructors were able to create an environment where students and faculty practiced reflection-in-action and listening-in as a form of intentional participation, design knowledge was conveyed through modeling and meta-discussions, and focused assignments and in-progress critiques enhanced opportunities for the individual and group processes through which design knowledge was co-constructed in these studio classrooms.  相似文献   

2.
ABSTRACT

A good working relationship between an architect and a client is crucial to the success of any architectural project. However, client engagement is often absent or difficult to replicate within the classroom teaching of architecture students. In order to address some of these gaps and also to attempt to inculcate a sense of a client–architect relationship within an architectural design studio, the author turned to literary texts. Reading and writing have powerful abilities to affect change, and immersion in reading and writing can propel students to new levels of awareness and enhance their critical reflection. The focus of this article is a consideration of the role of fictocriticism and prose fiction within the design studio context. Reading and writing were harnessed for their transformative potential, enabling students to better envision, develop and communicate their designs. Students were instructed in a method for designing which focused on employing fictocriticism and prose fiction, to foster students’ abilities to critically engage, produce and reflect. This article discusses the design activities employed and provides examples of studio work to illustrate the transdisciplinary learning development and outcomes. The significance of fictocriticism and prose fiction in the design process is also outlined, concluding with implications for the client–architect working relationship, outcomes impacting the students’ future professional practice, and implications for teaching in the twenty-first century tertiary classroom.  相似文献   

3.
Abstract

This research compared attributes of students enrolled in the Armenian State Agrarian University (ASAU) with university students from 30 European countries (EFMD) about graduate study policy issues. A cross-national comparative design used a survey questionnaire to explore contextual, social and cultural phenomena. Samples included 801 ASAU and 3,265 EFMD students. Demographics of samples were similar. Students were largely unaware of the Bologna reforms and the impact on study abroad. Slightly more than half of EFMD participants were in a bachelor's programme compared to 96% of ASAU students. ASAU students held a more pragmatic rationale for foreign study, ranking ‘advancing professional careers’ as the top reason, while EFMD students chose ‘overall experience’. Obstacles included bureaucracy, funding and accommodations. Although groups had similar geographical preferences for foreign study, Eastern Europe was more preferred by ASAU students. Half of the EFMD students planned graduate enrollment ‘immediately following the degree’ compared to one-quarter of ASAU students. Half of the EFMD students were aware of mobility scholarships compared to three-quarters of ASAU students. One in two EFMD students reported university media rankings important compared to one in seven ASAU students.

The Bologna Declaration accelerated horizontal collaboration among European universities. Students have a larger collective voice in curriculum change. The findings of this research provide a better understanding of student aspirations, motivations, expectations and barriers. These findings can contribute to guiding policies and procedures for recruitment, admission, retention and mobility.  相似文献   

4.
As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non‐career teachers has become more prevalent. Design education has not escaped this phenomenon; non‐career teachers, such as graduate and undergraduate students or design practitioners, have become commonplace in design education, including the design studio. The studio, however, is a unique teaching and learning environment in higher education. It poses distinct socio‐academic challenges for both students and teachers. The utilisation of non‐career teachers in studios raises a number of ethical and pedagogical questions. Teacher development is one serious concern. Here, the authors articulate the major challenges confronted by non‐career studio teachers, especially student teaching assistants, and strategies for their development.  相似文献   

5.
The design studio is the heart of architectural education. It is where future architects are moulded and the main forum for creative exploration, interaction and assimilation. This article argues for a ‘studio‐based learning’ approach in terms of the impact of design tools, especially sketching and concrete modelling, on the creativity or problem‐solving capabilities of a student. The implementation of a ‘vertical design studio’ model at Gazi University Department of Architecture is reported with examples of students’ works.  相似文献   

6.
For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen’s University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline.  相似文献   

7.
Focus groups were conducted to explore prospective students' perceptions of tuition fees, maintenance loans and how these impact their decision to engage with higher education. Views on rebranding of the term ‘tuition fees’ to ‘student/graduate contributions/tax’ and the introduction of differential fees for different courses were explored. Concerns around high living costs of being at university featured largely in conversations with students, and much more so than tuition fees. Students were averse to the idea of differential tuition fees which they felt could create an elitist system where only affluent students could access some high‐cost subjects. There was little agreement with the concept of rebranding ‘tuition fees’ to a ‘graduate contribution, or tax’. Overall knowledge of student finance, in particular tuition fees, was limited, which in turn led to doubts and anxiety around the concept of student finance overall.  相似文献   

8.
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement.  相似文献   

9.
The development of student teachers’ professional identity   总被引：4，自引：3，他引：1  
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.  相似文献   

10.
Whilst the copying, falsification and plagiarism of essays and assignments has long been a prevalent form of academic misconduct amongst undergraduate students, the increasing use of the internet in higher education has raised concern over enhanced levels of online plagiarism and new types of ‘cyber‐cheating’. Based on a self‐report study of 1222 undergraduate students, this paper explores the nature and patterning of online plagiarism amongst students in UK higher educational institutions. The data find around three‐fifths of students self‐reporting at least a moderate level of internet‐based plagiarism during the past 12 months, with significant differences in terms of gender, educational background and—most notably—subject discipline. Students’ online plagiarism was also found to correlate strongly with their self‐reported levels of offline plagiarism. The data therefore highlight the need to contextualize online plagiarism in relation to the wider ‘life‐world’ of the contemporary university student and, in particular, the role of the internet in their everyday non‐academic lives. The paper concludes by discussing how university authorities may go about addressing internet‐based plagiarism in the contemporary university setting.  相似文献   

11.
This article reports about a study developed to understand the effectiveness of instructional strategies to manage sketch inhibition in design students through studio-based pedagogy. Sketch inhibition among students and recent graduates of design programs is a prominent aspect of the prevailing digitization of the design industry and education. While traditional and digital media are ideally complementary tools to facilitate the complex process of designing, studio instructors struggle to effectively integrate both into their students’ conceptions and practices. Primary data sources were ethnographic fieldnotes, semi-structured interviews, and students’ responses to open-ended survey questions. Whiteboards used as an impermanent medium, requests for quantity of sketches, and gentle enforcement of time limits were incorporated into studio practices on the foundation of theoretical grounding. Students understood the purpose and advantages of using hand sketches at strategic moments during the design process. Inhibited students responded to this combination of interventions by relaxing enough to focus on engaging with the relevant design tasks rather than focusing on how best to avoid them. Production of rich records, documenting their projects’ progression, served as supporting evidence that sketching had become a more normal and accepted part of the design process than for previous studio cohorts. The authors suggest more experimentation with these strategies and propose that sketching instructors prioritize and nurture ‘thinking sketches’ over ‘persuasive sketches’ to transfer attention from the representation of design solutions toward the design process and the development of mature design solutions.  相似文献   

12.
This article is based on the critical approaches developed in Atelier 1, an architectural design studio in the Gazi University Faculty of Architecture, Department of Architecture in Ankara, Turkey. The main theme of Atelier 1 Projects in the 2014–15 academic year was the ‘City as a Critical Ground’, in which the city, ground and criticism were discussed within the interdisciplinary theoretical field of architecture. Atelier 1, involving second, third and fourth year undergraduate students, reinterpreted and redesigned the urban ground of Ankara with a critical approach to reveal its unique identities and implicit values. Ground, accepted as the main critical material in the design process, was criticised not only in its physical sense, but also its social, cultural, political, economic, technological and even psychological aspects. The students were able to discover their own design methods from their criticisms of the urban ground, which also allowed them to determine their sites and programmes. In this way, Atelier 1 promoted freedom and flexibility as well as criticality in the design process, and pointed out that the relationship of architecture with city, ground and criticism should be discussed from a new theoretical perspective, primarily in the architectural design studio, as the core of architectural education. Atelier 1, as a theory‐based architectural design studio, motivated the students to develop a critical approach to the urban ground of Ankara so as to replace the rising formalism with criticism in architecture.  相似文献   

13.
In architectural design education, the most significant part in the curriculum is the design studio, where students learn how to design. Critique has a crucial role in the design studio, and in determining the best and most beneficial critique type for the architectural design education process. Student attitudes toward critiques and student satisfaction level with each critique technique are also significant. To that end, this article explores design studio learning by reviewing the design learning process and types of design critiques. Focusing on three critique techniques used in design education (desk critiques, pin‐up critiques and group critiques), the article analyses correlations between student attitudes toward each technique and its contribution to the design process. Research was conducted with 84 third‐year interior architecture students from the 2014–15 Fall semester at a university. No statistically significant differences were found between group and pin‐up critiques in terms of students’ preferences and their final performance scores; however, there was a statistically significant relationship between student preferences toward desk critiques and student success. Furthermore, the contribution of a critique technique to the design process was found to be highly correlated with student preference for this technique.  相似文献   

14.
The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce inequity, and the successes and barriers to hearing students’ voices. The graduate teaching assistant (TA, Author 1) conducted one-on-one conferences with 29 students, elicited student opinions about the progress of the course, and talked with faculty, TAs, and an undergraduate supplemental instructor for other sections of the course. At the end of the semester, the students reported increased knowledge of the TA as a person and as an instructor, and vice versa. Sixty-five percent of students reported no interest in changing circumstances to make it easier to talk about personal concerns with the TA. College students reluctantly voiced their opinions about the course, possibly due to the power structure of the classroom. Other TAs in the department expressed mostly disinterest in the project, while faculty members were interested in student learning but skeptical of student empowerment. A case study of one student is presented, wherein his attendance improved in the course and he received additional help outside class, both possibly as a result of the student/TA conferences. Students in this studio physics section were more likely to interact directly with faculty or TAs during lectures, but less likely to do so during lab sessions, than were students in a non-studio physics section.  相似文献   

15.
Curiosity is often considered the foundation of learning. There is, however, little understanding of how (or if) pedagogy in higher education affects student curiosity, especially in the studio setting of architecture, interior design and landscape architecture. This article provides a brief cultural history of curiosity and its role in the design studio. The study also used quantitative and qualitative research methods to investigate curiosity among design students. Findings showed no significant relationship between curiosity and academic achievement, no significant difference in curiosity levels between female and male design students, and no significant difference in curiosity levels across various year levels or age groups. Results also revealed that the studio environment played a minor role in the origin and influence of student interests; student curiosities were affected more by travel, internships, family and non‐studio courses.  相似文献   

16.
This study analysed the expectations and experiences of students on a five-year undergraduate (n?=?91) and four-year graduate entry (n?=?47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students’ expectations and prior experiences of feedback and capture experiences across one academic year. The majority of the students expect no less feedback at university than at school. Students’ experiences of the course highlighted themes of not knowing what was expected of them, a perceived need for more guidance and the importance of timely feedback. The impact of the staff–student relationship on how students obtain and perceive feedback and the emotional impact of positive and negative feedback were also highlighted. In addition, a recurring theme was the social context of veterinary medicine with issues relating to high academic achievers, competition between students and the need to gain professional and clinical skills. This study confirms a mismatch in student expectations versus experience. The paper draws on a rich data-set based on both quantitative and qualitative methods and is the first study of this type to be carried out in the context of students of veterinary medicine.  相似文献   

17.
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.  相似文献   

18.
ABSTRACT

Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work.  相似文献   

19.
Recent developments of the Italian student body are marked by an increasing diversification of prevailing student profiles. The presence of ‘new’ student groups is surveyed next to the groups which are the ‘traditional’ target of national policies for higher education and student welfare. Examples of such traditional target groups are, amongst others: males or females; students from well‐off and well‐educated families or from lower social backgrounds; resident or non‐resident students; undergraduate, graduate or postgraduate students (first, second or third cycle of university studies); students from different fields of study. Working students are to be quoted in ‘new’ profiles. They may either work regularly or take occasional jobs during terms; in both cases they no longer seem to be full‐time students and should be considered as de facto part‐time students. Although student work is not a novelty, what has changed in recent times is its development: working students are reported to be a majority in the university student body. Their emerging needs and expectations as university customers point to inadequacies and delays in the prevailing academic attitudes and in higher education policy‐making. The Italian Euro Student Survey is a monitoring of students’ living and study conditions in Italian universities. It is carried out in the framework of the Euro Student Report project, which involves many EU countries. Euro Student attaches great importance to the analysis of the impact of the diversification issue on the students’ living and study conditions, on their personal experiences and on their relations with academic institutions. Some of the most relevant emerging trends will be dealt with in this article, e.g. the demand for support and interaction with teachers and students (the ‘solitude’ issue), the increasing demand for better conditions in the study environment (the ‘quality’ issue), the differences in average academic achievements of different student groups (the ‘performance’ issue). Based on the updated available data, some ideas and theories will be explained as a conclusion about the possible impacts of the most recent reforms in the higher education sector in Italy, i.e. the design of new courses according to the ‘Bologna process’ and the planning of a new student welfare system.  相似文献   

20.
Many recent teaching initiatives in engineering education have the underlying premise of improving student engagement with global issues and providing first-hand experience of complex problems associated with sustainable development and production. A greater understanding of actual motivational drivers may help in student recruitment and retention, and address, e.g. gender disparity. In this work, student motivations and aspirations are explored through a cross-faculty survey of undergraduate engineering students. The results indicate that while many students start an engineering degree with an aspiration to ‘invent something new’ and ‘make a difference to the world’, these diminish with time to be dominated by issues such as financial security. Students who continue to aspire to the creative/high-impact notions of engineering also maintain an enthusiasm for engineering. However, all students desire more practical work and skills training. Based on these findings, some general recommendations are given for further inspiring students towards engineering.  相似文献   

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