Inclusive Design Studios: Rethinking the Instructor’s Role

Abstract

Despite recent efforts, the culture of the architectural design studio continues, in large part, to be based on centuries-old traditions. Research on teaching, learning and bias suggest, however, that a rethinking of these traditions is long overdue if we aim to create inclusive learning environments and diversify our profession. Drawing on three recent research compendiums-on the cultivation of expertise, Peak: Secrets from the New Science of Expertise (Ericsson and Pool, 2016); on student motivation, How Learning Works: Seven Research-Based Principles for Smart Teaching, (Ambrose et al., 2010) and on stereotype threat, Whistling Vivaldi And Other Clues to How Stereotypes Affect Us and What We Can Do (Steele, 2011)-this translational project considers how this research might suggest a rethinking of design studio instruction. Ericsson and Pool’s synthesis of decades of research on the development of expertise suggests a critical re-imagining of the instructor’s role in design studios. Ambrose et al.’s compendium of research on learning suggests that many architectural education traditions inevitably leave students unmotivated and need to be reconsidered. Finally, Steele’s survey of research on the ways in which stereotypes impact academic performance illuminate some of the roadblocks to diversifying our classrooms and profession. This essay shares evidence-based strategies to develop a more inclusive and effective design studio culture.