Learning and Teaching Urban Design through Design Studio Pedagogy: A Blended Studio on Transit Urbanism

• Published in: Education sciences Vol. 12; no. 10; p. 712
• Main Authors: Kamalipour, Hesam, Peimani, Nastaran
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.10.2022
• Subjects: Alliances; Architectural Education; blended learning; Built environment; Case studies; Coronaviruses; COVID-19; design studio; Designers; Digital technology; Distance learning; Education; higher education; Learning Activities; Literature reviews; Pandemics; Pedagogy; Professions; Research design; Student attitudes; Student Experience; studio pedagogy; Teaching; Teaching Methods; Technological change; urban design; urban design education; Urban planning
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci12100712

Studio-based pedagogy has been central to urban design programmes as it can enable future urban designers to more effectively acquire an understanding of how cities work and critically engage with the role of design intervention. This paper aims to explore the capacities and challenges of learning and teaching urban design through studio pedagogy by drawing on empirical research from a blended urban design studio experiment during the COVID-19 pandemic in the UK. This is part of a broader exploratory project using a case study research design and mixed methods approach. This paper explains the process of designing and delivering two constructively aligned postgraduate urban design studios as part of the MA Urban Design programme at Cardiff University in the 2021–2022 academic year. It further discusses the findings of an online survey on the perceptions and experiences of students regarding blended design studio pedagogy. Designing two consecutive and constructively aligned design studios is argued to work better in comparison with designing two entirely separate stand-alone design studios engaging with different topics and sites. The paper highlights the importance of learning from cities as real urban design laboratories rather than merely analysing abstract secondary datasets. The value of policy review, small group reading discussions, and formative feedback opportunities is also highlighted as integral parts of the urban design studio pedagogy. The paper concludes by discussing a range of key issues concerning field site visit, policy review, community engagement, precedent review, student diversity, design studio topic, reading discussion, group size, formative feedback, engagement, educational background, and English language skills. The outcomes of this paper can inform future practices of developing pedagogical frameworks for blended urban design studios.