Titles
A-C
A data-driven approach to identify interior design settings ...A decade’s narrative: Balancing consistency and change in...A novel way of behaviour-change delivery: Using a learning m...A Pilot Study of an Interdisciplinary Project for Architectu...A practical method to guide the architectural design processA sentimental studio & the power of making: A distance learn...Advancing Material Learning: Understanding Computational Pot...Advantages and Disadvantages of Remote Learning: Case of Des...An Evaluation of Tertiary Educators’ Perceptions of Online...An Inter-University Collaborative StudioAn Online Art School isn’t an Art SchoolApplying Blended Learning in Higher EducationArchitectural Design Jury under COVID-19: The Case of Gradua...Architectural Design-Research: a path towards an innovative ...Architectural education: methods for integrating climate eme...Architecture's Afterlife: The Multi-sector impact of an arch...Around, about: a temporal siteArt & Design Education in Pakistan: The Missing Links in Res...Autonomy, Competence, and Community: Activating the intrinsi...Babbling in VR: The Pixelated Site of Virtual Interiorities Beyond the ScreenBridging Disciplines and Skillsets: Distributed Construction...Casual Academics and Studio Teaching in Face-to-face and Onl...Cognitive Complexity in Studio Teaching and LearningCollage as a Trans-Disciplinary Learning and Teaching Method...Conception of teaching and teaching approaches: Architectura...Covid-19 and the function of the creative spaceCraft-design collaboration: an emerging hybrid model of acad...Critical friends as support for peer-to-peer learning in stu...Critical Reflections on my Architecture Teaching PracticeCultivating Critical Thinkers: An Inquiry into Critical and ...
D-G
Define, Draw, Diagram: A Case Study Approach to Understandin...Democratic Pedagogy and Process: A Case Study of Interior De...Design Studio Education: what can it be when it can no longe...Designing hybridization: alternative education strategies fo...Despite Disruptions: The Resilience of the Design Studio Mod...Developing Architectural Detailing Skill: A Self-Learning Me...Digital and face-to-face place-based pedagogy: Live Projects...Digital Twin Cities - an instrument for pedagogical changeDisruption, Improvisation, Redesign - Teaching Computer Anim...Does all impact count? How third mission policies and evalua...Educational values of design briefs based on culture-led reg...Educere and/as haecceity: A prospective concept for non-line...Emerging from the margins: TUT Department of Architecture an...Emplacing architectural education in a sociophysical territo...Encounters with Threshold Concepts that Facilitate Transform...Engaged Scholarship: Interdisciplinary Perspectives through ...Engaging the TikTok Mind: Short Form Video for Searchable Le...Engaging Your Core: How Exercise and Interaction Can Engage,...Establishing Equilibrium: Not a Novelty just Novel Exhausted: pedagogies of (gentle) resistance for our timesExperiential Learning Through Participation and Representati...Experimental Spatial Drawing Techniques as a Framework for C...Focus on Pedagogy: The Truth, Façade, and Sustaining Chall...Food Studies as Experiential LearningFraming architectural design studio pedagogy in 2020 and bey...Freehand drawing as a didactic instrumentFrom an Anthropocentric to a Biocentric Mindset in the Archi...From the Individual to the Inclusive DrawingGame-Based Learning in the Introductory Art History Course: ...Gazing into the Factors Determining the Future of Architectu...
T-Z
Teach/ology: Transitioning an Emotionally-Charged Course to ...Teaching and learning Landscape Ecology to Landscape Archite...Teaching Architectural Complexities via PlasticsTeaching Complexity – Education between Environments, Big-...Teaching Design-informed Citizenship: Considering the Design...Teaching in the Bubble: Notes on Architecture Studio Educati...Teaching Relations in the Educational Design StudioTechnology is transforming education but not the way we anti...The Architectural cut-up: Sites of narrative for architectur...The Augmented Studio – Teaching and Learning in Digital Sp...The Blended Teaching Based on BOPPPS Method, Case from the C...The Client & the Classroom: Using a Live Civic Focused Brief...The Collaborative Challenge: Building Bridges that Connect C...The COVID Disruption in Interior Design Education/Virtual Re...The critical reflections of a teacher-architect at the Unive...The Future of Cross – Multi – Inter & Trans Disciplinary...The impact of STEAM education on Master and PhD thesis from ...The impact of thinking fast and slow on teaching and learnin...The Point of Learning Architectural Theory in the 2020sThe Role of Immersive VR as a Design Tool in an Architectura...The Storm community oriented real-life design project; revis...The synchrony of the multiple intangible fields of education...The talking projection: teaching that is not flatThe use of TIC in Mathematics higher education teaching and ...The Virtual World: COVID’s Impact on Design EducationTowards a Pedagogical framework for implementing studies of ...Towards an Object Orientated PedagogyTowards teaching of sustainable building (re)use through an ...Tracing the Intensive: On Assemblages, Technicities and Urba...Turbo charging teaching: What have teachers learned from mul...Ungrading in DialogueUnlimited Pedagogy - Transformative Education for an Urbaniz...Urban Humanities as Framework for Public Space ResearchWelcome and Introduction What the Texts Don’t Say about Forced Migration: New Strat...What’s in it for me? Integrating Service-Learning into Hi...WISE Project: Improving undergraduate instruction in writing...
Presenters
Schedule

A Focus on Pedagogy

Teaching, Learning and Research in the Modern Academy
Student as Site: Pedagogical Parallels
E. Wettstein
9:30 pm - 11:00 pm

Abstract

This paper develops the author’s “Student as Site” pedagogy, which leverages the design disciplines’ core concepts and methodologies in the construction of a more inclusive design pedagogy. Drawing specifically on landscape architecture’s deep engagement with site and sitedness, this alternative pedagogical model seeks to approach students in the way that Landscape Architecture approaches sites, with careful attention to situation, position, and identity, and as generative agents in the co-construction of their own design education. The paper will begin with a brief overview of the Student as Site theoretical premise, first articulated in the 2020 Amps Conference, Teaching-Learning-Research: Design and Environments. It will then explore expanded conceptions of both “site” and “student” to uncover novel pedagogical parallels. It will explore varying approaches to and framings of “site” in landscape architecture curricula, utilizing the University of Virginia’s landscape architecture graduate degree program core studio sequence as a case study. The various methods of site reading and writing, active definition of site scale and scope, and the resulting modes of site design will be analyzed to distill a catalog of various curricular conceptions of site. These site conceptions will then be paired with various analyses of “students” in contemporary educational theory to frame a series of site/student parallels. Each parallel, in turn, will provoke a specific pedagogical practice that mirrors and expands the design disciplines’ site practices. This presentation and framework forms part of a larger project to employ pedagogical “working models” as a space of design to reimagine and develop an inclusive design pedagogy.

Biography

Emily is an Assistant Professor of Landscape Architecture at the University of Virginia School of Architecture. Her current research runs in two distinct yet related projects, sharing a foundational grounding in marginalized sites and subjects. In A Student as Site Pedagogy, seeks to approach students in the way that design, and particularly landscape architecture, approaches sites, with attention to situation, position, and identity, and generative of their own specific potentialities to be embraced in the co-production of a more inclusive design education. In her other project, Liminal Landscapes of Reckoning, she researches the potential of liminal sites to facilitate critical confrontation and dialogue, currently focusing on the New Jersey Meadowlands and Morenci, Arizona. Emily was previously a Design Critic in Landscape Architecture at the Harvard University Graduate School of Design (GSD) where she taught studios, courses in representation and climate change, and advised thesis projects. She has also taught urbanism and options architecture studios at Northeastern University. She holds both Master of Architecture (MArch) and Master of Landscape Architecture (MLA) degrees from the Harvard GSD.