Studio-based teaching focuses on problem/project work and experimentation in a hands-on studio environment. Traditionally found in the arts and architecture, it is now being used in other fields such as Instructional Technology and the sciences. The first link below describes the history and rationale of studio-based teaching. Subsequent links provide information on studio teaching in a variety of fields.
"A History of the Studio-based Learning Model," Jeffery A. Lackney, 1999 (Mississippi State, Educational Design Institute). Reviews the history of studio-based learning and describes the model as it is carried out today in the contemporary architectural studio. Elements include the design problem/project, lectures, and four phases of critique: the design “crit” by the instructor; the “pin-up’ involving peer review; the interim or midterm crit and the final crit, both of which involve juries. An exit interview may also be conducted as part of the evaluation process.
How do I implement studio teaching? (Pedagogy in Action, the Science Education Resource Center, SERC, portal for Educators).
An introduction to studio teaching, philosophy, goals, strategies & classroom activities, and links to key references with additional information. A comprehensive site with much to offer educators in all disciplines who want to engage in studio teaching.
"A Curriculum Approach to Embedding Inquiry Practices in Architecture Design Studio Courses," Ann Quinlan and Paul-Alan Johnson (University of New South Wales). PDF/Adobe Acrobat.
Describes a three-year project of curriculum redesign in architecture to emphasize projects, problems, and inquiry.
The Studio Teaching Project by a collaboration of Australian universities.
A website devoted to studio teaching across Art, Architecture andDesign-oriented disciplines. Offers a Studio Teaching Toolkit with strategies, assssment & feedback techniques, and case studies.
"Studio Teaching: When the Future Becomes the Present," Jack M. Wilson, Rensselaer Polytechnic Institute. From UniServ Science News, Vol. 7, July 1997.
This article from Rensselaer Polytechnic describes their approach to using studio teaching in math, physics, chemistry, biology, engineering, and computer science. Studio teaching, an alternative to the traditional lecture/recitation/lab format, uses the latest computing tools in a hands-on environment that incorporates cooperative learning approaches.
"Introducing a Studio-based Learning Environment into Information Technology," Angela Carbone, Kathy Lynch, David Arnott, Peter Jamieson (Monash University).
Lecture/tutorial/lab courses are replaced with a studio-based learning environment in an Instructional Technology Program. This article describes change in the physical space for teaching, the teaching approach, and assessment. Includes discussion of data collected to assess the new approach.
Re-Creating the Studio-Based Model Online for Art and Design Education (The Sloan Consortium).
Shows how the Minneapolis College of Art and Design uses elements of the traditional studio-based model for online design education courses. Increased access is a major benefit.