Abstract
Despite its long history, architecture education remains under-theorised. Design educators’ faith in the ubiquitous Master and Apprentice (M&A) pedagogy is increasingly worrying where knowledge is tacitly transferred in asymmetrical power structured environments through the ‘Hidden Curriculum’. Some students thrived. While some did not. Were some learners grittier than others? Grit (passion and perseverance for long-term goals) was often used as predictors of academic success. The experimental heterarchical Collaborative Team Learning (CTL) studio pedagogical culture departs from the ‘Mystery-as-Mastery’ authoritarian one-on-one (OOO) pedagogy, characterised by the tutor-induced cross-pollinative peer-to-peer formative reviews in normalising daily ‘setbacks’ relating to their individual projects. The three-year longitudinal research explored possibilities of inculcating Grit capitalised on their first-year’s CTL architecture studio experience. Inferential statistics revealed that both CTL and OOO learners failed to register positive growth in their Grit despite CTL’s significant outperformance during their first year. This is a timely study of exploiting design education’s ambiguous and iterative nature in investigating the viability of instilling learners’ Grit in preparation for an increasingly uncertain future.
Keywords
non-hierarchical studio pedagogical culture, collaboration, grit, hidden curriculum, student engagement
DOI
https://doi.org/10.21606/drs_lxd2021.06.120
Citation
Liow, Z.(2021) I can and I will: a study of ‘grit’ in a collaborative team learning studio pedagogical culture, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.06.120
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I can and I will: a study of ‘grit’ in a collaborative team learning studio pedagogical culture
Despite its long history, architecture education remains under-theorised. Design educators’ faith in the ubiquitous Master and Apprentice (M&A) pedagogy is increasingly worrying where knowledge is tacitly transferred in asymmetrical power structured environments through the ‘Hidden Curriculum’. Some students thrived. While some did not. Were some learners grittier than others? Grit (passion and perseverance for long-term goals) was often used as predictors of academic success. The experimental heterarchical Collaborative Team Learning (CTL) studio pedagogical culture departs from the ‘Mystery-as-Mastery’ authoritarian one-on-one (OOO) pedagogy, characterised by the tutor-induced cross-pollinative peer-to-peer formative reviews in normalising daily ‘setbacks’ relating to their individual projects. The three-year longitudinal research explored possibilities of inculcating Grit capitalised on their first-year’s CTL architecture studio experience. Inferential statistics revealed that both CTL and OOO learners failed to register positive growth in their Grit despite CTL’s significant outperformance during their first year. This is a timely study of exploiting design education’s ambiguous and iterative nature in investigating the viability of instilling learners’ Grit in preparation for an increasingly uncertain future.