Communication is a skill set typically required of students as they complete their education and move into the working world. Disciplines typically require certain genres of oral communication from their students, which model the communication that will be expected of students post-graduation. Within landscape architecture, the most prominent genre is the critique. In this form of evaluation, students present their design ideas – developed in response to a given situation – to an audience of peers, faculty, and outside professionals. After presenting their work, students are asked questions and given feedback from the audience. Although this form of communication is ubiquitous in design education, students are not typically taught the communication genres in which they are expected to engage. In order to fill that gap, this study explored the development of students' communication about their designs as they presented projects over the course of a semester. Then, communication instruction was implemented in two instructional models in order to examine the influence of instruction on students' performance and affect about their performance.
Results indicated the natural evolution of students' abilities over the course of a semester as well as students' diminishing affect toward their own abilities. With the addition of instruction, students' performative abilities improved, but their self-perceptions remained relatively stable. Furthermore, the nature of the instruction impacted the nature of students' changes. Students who received periodic, lecture-based instruction improved most on their content, while students who received more interactive, weekly instruction improved most on the competencies related to their relating to others.
Together, these results indicate that students' abilities to communicate about their designs are interwoven with their development of the design; both evolve over the course of the semester. The impact of the instruction points to the importance of communication instruction that is grounded within a particular discipline, supporting notions of situated learning. Furthermore, the instructional impact also points to the long-term influence of a discipline's socialization on students' affect, regardless of changes in students' performance. Ultimately, the goal of projects such as this is to positively impact students' communication abilities, and the results here point to the opportunities afforded by such work.
|Advisor:||Dannels, Deanna P.|
|School:||North Carolina State University|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 71/11, Dissertation Abstracts International|
|Subjects:||Art education, Landscape architecture, Communication|
|Keywords:||Communication instruction, Critique, Design students|
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