ABSTRACT
Most architecture and landscape architecture students spend about 15 to 20 hours or more a week working on their studio projects. 1 Students in other design disciplines and the fine arts spend similar amounts of time working in studio – and this is a conservative estimate. Of this time, student-to-teacher interaction comprises about 30 minutes per week, or less than 5 percent of the design learning process. The results of this brief interpersonal contact, perhaps two or three 10-minute critiques a week, often provide the kind of direction that persists long after the professor has moved on. But how? More specifically, how does professor–student interaction inform the learning process? Moreover, how does student-to-student interaction shape the learning process? What about the project or learning environment – what roles do these factors play in the self-regulated design learning (SRDL) process?
