Projects per year
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 language | English |
---|---|
Pages (from-to) | 1148-1159 |
Number of pages | 12 |
Journal | Journal of Planning Education and Research |
Volume | 44 |
Issue number | 3 |
Early online date | 31 Aug 2022 |
DOIs | |
Publication status | Published - Sept 2024 |
MoE publication type | A1 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.Projects
- 1 Finished
-
SUD-TRIP Purkarthofer: Sustainable urban development as travelling idea in spatial planning: Substantiating a vague concept by investigating actors, organisations and institutions
Purkarthofer, E. (Principal investigator)
01/01/2022 → 14/03/2025
Project: Academy of Finland: Other research funding