Publication: The use of studio pedagogy in environmental planning education
Teaching environmental planning is challenging at the best of times with wicked learning and teaching issues such as diversity of skills and knowledge required, the role of science and values in environmental decision making and political viability but periods of rapid political and economic change can present additional difficulties. This paper overviews the current state of environmental planning education and the challenges it is facing as well as suggestions on how and what to teach environmental planners. While the benefits of studio pedagogy which involves a student-centred, collaborative, inquiry/problem-based approach based on a ‘real world’ project is well documented, particularly in the United States and Australia these courses are becoming less prominent in the planning curriculum. We argue that studio pedagogy is an ideal learning and teaching environment and approach to overcome the challenges of environmental planning education in particular because studio pedagogy teaches students how to work successfully, in a collaborative way, with ‘wicked’, complex issues. Evidence from planning studios are used to illustrate how studio pedagogy can be useful in overcoming the wicked learning and teaching issues that arise in environmental planning education and producing successful environmental planning graduates that are leaders in their field.
Book of proceedings: Annual AESOP Congress, Definite Space – Fuzzy Responsibility, Prague, 13-16th July, 2015
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