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- W197025399 abstract "The ALTC funded ‘Studio Teaching Project’ confirmed that studio teaching is a key and indispensable characteristic of pedagogy in the discipline of Architecture. However increases in student numbers, expectations for feedback and accountability measures imposed by institutions have resulted in an escalation in the administration of courses. Academics are increasingly relinquishing their studio teaching roles to visiting and part-time contract teaching staff who are in turn becoming increasingly important to students achieving learning outcomes. It is widely assumed that anyone who has experienced a design studio education will know how to go about teaching in the studio. Whilst it is true that most university learning and teaching institutes provide manuals and training sessions for new tutors but little of this material describes the circumstances surrounding productive studio interactions. Furthermore whilst the visiting practitioner architect is hugely valued for their knowledge of current practice and in particular of ‘how buildings go together’ their particular mind-set is as designer/problem solver as distinct from educationalist. The proposed paper will focus on the nature of interactions between the student and their developing project work and the role the studio-instructor has in mediating these interactions. In observing interactions through the lens of Cognitive Behavioral Therapy this paper speculates a means for isolating characteristics and clarifying practical strategies to assist tutors in their role as studio advisers. The paper was prompted by conversations between a studio academic and an architect with extensive part-time and visiting teacher experience about how to assist tutors in studio contexts." @default.
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- W197025399 date "2010-01-01" @default.
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- W197025399 title "Strategies for Interactions: Studio Teaching in Architectural Design" @default.
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