Titles
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A dialogue with Italo Calvino: moulds for a new future - A r...A Global Intercultural Project Experience (GIPE)A TV Cabinet, of CuriositiesAdapting Practice-Based Learning in Transdisciplinary Teams ...Adaptive Design By MakingAfter-Care: A Cross-Cultural Classroom to Practice Empatheti...Analysis of the Impact of Acoustics on Students with Autism ...Are we Producing Teachers for the 4IR Digitized Classroom? -...Being CuriousBelow the Surface, Beyond IntentionBeta Mode: An Interdisciplinary Pedagogical Model for the 21...Can You Share Your Screen? Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
Schedule

Transformative Teaching

Focus on Pedagogy 2022
Something Has Changed: Gauging the contemporary climate of studio instruction
T. Winters et al.
7:00 pm - 8:30 pm

Abstract

Gauging the current climate of studio instruction means understanding the characteristics of its learners. This is essential for facilitating discourse about studio pedagogy and its future. Since the post-pandemic return to in-person instruction, our research team noticed that ‘something has changed’ about the perceptions and attitudes of design and fine arts students. As a recent issue, related literature does not explain the changes in students that the team has observed. The changes may be attributed to the impact of our complex and increasingly volatile world, to the alternative learning environments that allowed instruction to continue though major unprecedented interruption, or the structure of learning prior to entering a college-level program of study. This collaborative investigation aims to discern the changes (not the cause) by collecting the shared experiences and perceptions of experienced studio instructors. The research design has three aims: 1) To discover how instructors define and describe the characteristics of today’s studio-based learners, 2) To discern differences across the studio-based disciplines, and 3) To identify the modern challenges and opportunities of teaching studio-based learners. An online anonymous survey featuring open-ended questions was developed to address the research goals. An invitation to participate was distributed through bulk emails, university listservs, and social media advertisements. The survey is designed to snowball to diversify the sample, both internationally and across studio-based disciplines. This presentation discusses the themes that are emerging from our ongoing data collection and summarizes preliminary conclusions.

Biography

Tara Winters is a Senior Lecturer and Director of undergraduate studies at the Elam School of Fine Arts and Design, Waipapa Taumata Rau, the University of Auckland, Aotearoa New Zealand. Tara has research interests in the pedagogies of creative practice, student wellbeing, the integration of digital pedagogies into studio based teaching, and the contemporary university as a studio. Recent publications include a review on the concept of academic resilience for creative arts higher education and evolving pedagogies for art and design studio teaching post-pandemic. Tara is principal editor for the International Journal of Education Through Art (published by Intellect).

Jody Nyboer, Ph.D. is an Assistant Professor at the School of Design, Syracuse University. Pedagogy is front and center to her research, defined by investigations that explore overlaps of design, education, and creativity. Recent work includes establishing contemporary knowledge and discourse about design critique, discerning the supportive attributes of online applications for remote studio learning, exploring the relationship of environment to the creative production of design students, and examining the importance of creativity training in higher education.

Riham Nady Faragallah is an Associate Professor at the Department of Architectural Engineering in Pharos University in Alexandra (PUA). She has received her Ph.D degree from the Faculty of Fine Arts, Alexandria University (2013).She has an academic experience in teaching several courses such as architectural design, execution design, theories of architecture, environmental studies, technical systems in buildings, … etc. Also, she has published several scientific manuscripts in international journals and conference proceedings concerning urbanism, informal settlements, low energy systems and sustainability. She has participated in different architectural conferences internationally and locally. Her main research interests lie in the field of environmental studies and urban design.