Changing relationships : engaging students and staff in the design studio
Satherley, Shannon D. & Winter, Abigail J. (2011) Changing relationships : engaging students and staff in the design studio. In QUT Learning and Teaching Unit Seminar Making a Real Difference : Learning and Teaching Grants Showcase, 14 October 2011, The Gibson Room, QUT Gardens Point campus, Brisbane Qld.. (Unpublished)
QUT Learning and Teaching Unit Seminar Making a Real Difference: Learning and Teaching Grants Showcase
This event recognised and shared teaching innovations, including those from faculty learning and teaching grants. The Showcase featured four ALTC Grant project leaders (Helen Partridge, Sylvia Edwards, Robyn Nash and Mary Ryan) who had recently completed or were about to complete their grants. Each QUT faculty nominated two 2010 faculty teaching and learning grant recipients to showcase grant outcomes via a poster.
Poster: Shannon Satherley & Abbe Winter Changing Relationships: Engaging Students and Staff in the Design Studio
'In the design studio learning environment, traditional student and staff expectations are of close contact teaching and learning. However, in recent years increasing class sizes have meant students experiencing reduced personal staff attention, and increasingly feeling “anonymous” and correspondingly disengaged, to the detriment of quality learning (Carbone 1998: 8; Biggs 2003). Concurrently, there has been a necessary increase in teaching by sessional (casual) teaching staff at QUT, with varied levels of experience and assurance. While teachers primarily regard engagement as “cognitive and conative,” for students it is emotional: “... an essential need to feel that they were engaged with the context of their learning and that it was meaningful in some way” (Solomonides and Martin 2008: 18).
As a response to these conditions, the Changing Relationships action-research project was run within a QUT School of Design studio unit in 2009 and 2010, based on the premise that engaged teaching can encourage emotionally engaged learning. The project inverted the structure of the traditional QUT studio unit, empowering both students and sessional staff with a sense of increased autonomy: literally changing the relationships within the studio learning environment.'
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|Item Type:||Conference Item (Poster)|
|Keywords:||real world learning, design studio, engagement|
|Subjects:||Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > DESIGN PRACTICE AND MANAGEMENT (120300) > Design Practice and Management not elsewhere classified (120399)|
|Divisions:||Current > Schools > School of Design
Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
|Copyright Owner:||Copyright The authors, 2011.|
|Deposited On:||09 May 2013 06:33|
|Last Modified:||09 May 2013 07:09|
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