This is another chapter led by a Master’s student. It also comes out of the same study that led to our paper The Design Critique and the Moral Goods of Studio Pedagogy. In this chapter we focused on the relationships that developed between one student and the faculty she worked with, tracing the changes in the students’ abilities and confidence as she worked closely with her faculty mentors.
In this study, the critique is studied from the perspective of how, as an instructor- student interaction, it can influence the learning experience beyond only the acquisi- tion of course content knowledge. While this, in and of itself, is not a new insight, we assert that viewing the critique in this way can help clarify how the phenomenon can be shaped by instructors to help benefit their students’ development and growth. Studio critiques create opportunities for teachers to interact with students in an intensely focused manner. As we have researched this process in a university-level studio course, we have seen that an implication of this type of engagement is the opportunity critiques can provide instructors to build positive relationships with their students. Instead of provoking fear or dread in students (as is sometimes con- cluded), critiques may, in fact, provide a unique opportunity for instructors to sup- port students in developing dispositions that will be necessary as a foundation for their professional identities. In this chapter, we explore one particular example of this possibility by examining the experience of a student enrolled in an interdisci- plinary, entrepreneurship, studio course. We focus our inquiry into her experience by asking the questions: How did one female undergraduate describe her experi- ence being critiqued in a studio-style, interdisciplinary, entrepreneurship course? And what does her experience suggest about using critique as a method to influence student development of attributes other than learning the content knowledge of a discipline?
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Michela, E., & McDonald, J. K. (2020). Relationships, feedback, and student growth in the design studio: A case study. In Hokanson, B., Clinton, G., Tawfik, A. A., Grincewicz, A., & Schmidt, M. (Eds.), Educational technology beyond content: A new focus for learning (pp. 183-192). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-37254-5_16