Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning: Experiences With the Gradual Empowerment of Students in a Planning Studio Course

Eva Purkarthofer*, Raine Mäntysalo

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

6 Citations (Scopus)
46 Downloads (Pure)

Abstract

Studio courses are a common way to teach problem-based and applied skills in the field of urban and regional planning. In this article, we reflect on the experiences from a planning studio course that builds on the idea of gradually increasing student autonomy, peaking in the final phase of the course when the whole class self-organizes the content and delivery of a strategic plan. We term this approach “collaborative student-led learning,” arguing that it enables students to learn subject-related knowledge and skills related to communication, organization, and negotiation, while also supporting students’ personal and professional growth and identity development.
Original languageEnglish
Pages (from-to)1148-1159
Number of pages12
JournalJournal of Planning Education and Research
Volume44
Issue number3
Early online date31 Aug 2022
DOIs
Publication statusPublished - Sept 2024
MoE publication typeA1 Journal article-refereed

Keywords

  • planning education
  • teaching
  • student autonomy
  • professional identity
  • development
  • problem-based learning
  • student-centered learning

Fingerprint

Dive into the research topics of 'Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning: Experiences With the Gradual Empowerment of Students in a Planning Studio Course'. Together they form a unique fingerprint.

Cite this