Studios Abroad: A Challenge in Innovative Pedagogy

Abstract

Study abroad programs offer a unique opportunity to evaluate pedagogic models. The role of studios in design and planning pedagogy has been examined; however, how the general framework of a studio supports other pedagogic models has not been widely discussed. This article assesses a series of urban planning and design studios conducted abroad to illustrate how studios can be enabling environments for urban planning and design students to develop fundamental skills. The article also discusses how interdisciplinary studios expose urban planning students to diverse thinking processes and approaches. The studio environment gives students the opportunity to consider creative alternatives outside of their general planning paradigm. An analysis of learning outcomes supports the conclusion that studios offer a fertile ground for students to experiment and develop ideas; they are essential to urban planning education and allow students to develop a deeper perspective on their profession.