Learning in an Urban and Regional Planning Practicum: The View from Educational Ethnography

Abstract

this paper examines how learning happened in an interactive studio setting using the theories and methods of educational ethnography. the study begins with a review of the education literature on the acquisition of professional education and identity, particularly epistemic frame theory. Using a case study approach, we examine students’ learning during a two-week period of a graduate urban planning studio during which the instructor faced resistance from the students about course direction. Using qualitative analyses and a new quantitative technique called epistemic network analysis, we describe the process by which students appropriated a particular community of practice. this paper offers a productive way of tracking how specific interactions within learning environments can lead to significant changes in cognitive development.

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