Process Based Learning in Planning Studio Pedagogy: A Theoretical Model for Planning Education

Abstract

Abstract PROCESS BASED LEARNING IN PLANNING STUDIO PEDAGOGY A Theoretical Model for Planning Education By Kelly Rose Hostetler, 2014, 79 pgs Chair of the Supervisor Committee: Professor Christopher Campbell, PhD Department of Urban Design and Planning Despite the central role of the studio course in the planning curriculum, there is a lack of consensus on the appropriate learning outcomes, pedagogy, and assessment methods for these courses. The core problem is that while many models have been put forth, they are all deficient in some way and don't fully capture the learning process that happens in studios. Instructors need a model pedagogy with which to structure their studio and a theoretical model with which to assess the learning process as it occurs throughout the course of the studio. In this paper I propose a new model for understanding the studio learning environment, which I call the process based learning (PBL) model. After a literature review, I created the PBL model in an attempt to marry traditional learning theories to the planning studio experience. PBL is made up of three elements: the process of discovery; interdisciplinary collaboration; and metacognition (reflection). To demonstrate its effectiveness, I use the PBL model as a lens through which to observe two studio courses and one non-studio course at the UW. These observations are augmented by student interviews and surveys as an additional means to capture the studio learning experience. From my literature review, classroom observations, and student interviews, I describe what the PBL model consists of and illustrate how it exists in urban planning and interdisciplinary studios in the built environment. This proposed pedagogy can be adapted to a variety of curricular content to elicit all elements of the PBL model. It is my hope that the PBL model will inform a more robust and intentional studio pedagogy. Once we understand how students learn in studios using this model, further research is needed to develop and standardize a studio curriculum and learning outcomes assessment.