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At The Intersection of Space, Place, and Experience : = An Ethnographic Case Study of Affordances in Architectural Design 1.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	At The Intersection of Space, Place, and Experience :/
Reminder of title:	An Ethnographic Case Study of Affordances in Architectural Design 1.
Author:	Rands, Melissa L.
Description:	1 online resource (252 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369880090

At The Intersection of Space, Place, and Experience : = An Ethnographic Case Study of Affordances in Architectural Design 1.
Rands, Melissa L.

At The Intersection of Space, Place, and Experience :An Ethnographic Case Study of Affordances in Architectural Design 1. - 1 online resource (252 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This item is not available from ProQuest Dissertations & Theses.

This ethnographic case study explored the learning environment of a studio design course to describe how interactions in the studio environment shape students' understandings and behaviors as they learn the fundamental elements of design and architectural practice. The purpose of the study was to understand the role of the studio environment in supporting students' architectural knowledge and identity and provide insight into how individual-environment interactions shape how students make meaning of their learning experiences. I spent a semester as a participant-observer in a beginning architecture course at a large, public university, and gathered data through approximately 106 hours of studio observations, 39 in-depth interviews, course-related artifacts, and reflections on studio visits. Using a conceptual framework of affordances (Gibson, 1979; Greeno 1994), I describe the various ways the studio environment creates opportunities for social interaction and how studio culture intersects with the affordances of the studio environment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369880090Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

At The Intersection of Space, Place, and Experience : = An Ethnographic Case Study of Affordances in Architectural Design 1.
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245 1 0 $a At The Intersection of Space, Place, and Experience : $b An Ethnographic Case Study of Affordances in Architectural Design 1.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Ann M. Gansemer-Topf.
502 $a Thesis (Ph.D.) $c Iowa State University $d 2017.
504 $a Includes bibliographical references
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This ethnographic case study explored the learning environment of a studio design course to describe how interactions in the studio environment shape students' understandings and behaviors as they learn the fundamental elements of design and architectural practice. The purpose of the study was to understand the role of the studio environment in supporting students' architectural knowledge and identity and provide insight into how individual-environment interactions shape how students make meaning of their learning experiences. I spent a semester as a participant-observer in a beginning architecture course at a large, public university, and gathered data through approximately 106 hours of studio observations, 39 in-depth interviews, course-related artifacts, and reflections on studio visits. Using a conceptual framework of affordances (Gibson, 1979; Greeno 1994), I describe the various ways the studio environment creates opportunities for social interaction and how studio culture intersects with the affordances of the studio environment.
520 $a The study revealed the physical affordances of the studio environment were the open layout, public/private workspaces, and co-working in proximity to others. The structural affordances were long blocks of unscheduled work time, alignment between studio and other courses in the curriculum, the project brief, and the sequencing of the projects, tasks, and deadlines. The pedagogical affordances were formal and informal critique, mini-lectures, and demonstrations. Four characteristics of studio culture as defined by the literature---(a) a community of learners and architects; (b) centralizing feedback; (c) untimetabled design activity; and (d) experimentation and risk-taking---intersected with the physical, structural, and physical affordances of the studio in how beginning architecture students made meaning of their learning. Based on the findings of this study, implications were offered for architecture and design educators, faculty interested in adopting studio learning environments in non-design fields, and future research on studio learning environments.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Architecture. $3 555123
650 4 $a Curriculum development. $3 1148494
650 4 $a Design. $3 595500
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710 2 $a Iowa State University. $b Educational Leadership and Policy Studies. $3 1183443
773 0 $t Dissertation Abstracts International $g 78-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269493 $z click for full text (PQDT)