What Works in the Architecture Studio? Five Strategies for Optimising Student Learning

Autor/inn/en	McLaughlan, Rebecca; Chatterjee, Ishita
Titel	What Works in the Architecture Studio? Five Strategies for Optimising Student Learning
Quelle	In: International Journal of Art & Design Education, 39 (2020) 3, S.550-564 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLaughlan, Rebecca) ORCID (Chatterjee, Ishita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12303
Schlagwörter	Teaching Methods; Learning Processes; Architectural Education; Knowledge Base for Teaching; Higher Education; College Faculty; Student Attitudes; Graduate Students; Masters Programs; Skill Development; Teacher Effectiveness; Teacher Expectations of Students; Student Role; Student Evaluation; Student Motivation; Foreign Countries; Universities; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teaching theory; Theory of teaching; Unterrichtstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Kompetenzentwicklung; Qualifikationsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulnote; Studentische Bewertung; Schulische Motivation; Ausland; University; Universität; Australien
Abstract	Good teaching requires pedagogical dynamism: a willingness to vary one's teaching approach relative to the context (and cohort) at hand, and to any new challenges that may arise from that context. This requires that teachers obtain a broad knowledge of teaching strategies and tactics. Given the demands of contemporary higher education, finding the time to obtain this knowledge can pose a challenge to full-time academics. This is exacerbated in the case of part-time and practitioner-teachers who often work in varying degrees of isolation from the communities of learning to which they contribute. An analysis of the teaching practices of eight high-performing practitioner-teachers, alongside data obtained from 74 students, within a master's-level architectural course at a large Australian university, has been used to delineate five strategies for optimising student learning within the architecture studio. These include: setting up a challenge that clearly articulates the role of the student within it; early and frequent assessment tasks to assist students in rapid skill development and reflective practice; communicating clear expectations around performance; facilitating a strong peer culture; and enhancing motivation via high expectations. This article details the tactics by which these strategies can be achieved. This article delivers directly applicable advice for architectural educators, but it also provides practical insight into the specifics of architectural teaching that may assist educators working in other disciplines. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01