A number of themes, including interest in first year design courses, commitment to active learning approaches, and desires for changes in course structures and costs have come together in a variety of teaching approaches. Some of these approaches have been referred to as using “studio” methods, although the particular pedagogy appears to vary greatly. In this paper, some of these experiments are briefly reviewed and placed in a larger context of studio education in other disciplines. The paper seeks to differentiate studio education from other active learning approaches. An introductory engineering design course was taught using an architecture studio model for two semesters. The experiment demonstrated that the studio method can be very effective in teaching design concepts, but because students are likely to be unfamiliar with this approach, care must be taken to reassure students regarding grades and expectations.
© 2001 American Society for Engineering Education
Little, P. and Cardenas, M.P. “Use of ‘Studio’ Methods in the Introductory Engineering Design Curriculum,” Proceedings of the 2001 ASEE Annual Conference and Exposition, Albuquerque, New Mexico, June 2001.