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

2 Citations (Scopus)
48 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
Number of pages12
JournalJOURNAL OF PLANNING EDUCATION AND RESEARCH
DOIs
Publication statusE-pub ahead of print - 31 Aug 2022
MoE publication typeA1 Journal article-refereed

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