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Going out into the field: an experience of the landscape architecture studio incorporating service-learning and participatory design in Taiwan

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  • Rung-Jiun Chou

Abstract

Landscape architecture education is a newly developed profession in Taiwanese higher education where the studio is the core curriculum. This paper discusses an alternative studio model where students construct their knowledge and skills through service-learning and participatory design in a real-world environment. A case study based on a first-year undergraduate landscape architecture studio using this system is used to explore the practical factors influencing the implementation process and the extent to which they affect the consistency between pedagogical objectives and actual performance. It argues that, although students can feel challenged because of their limited professional competence, multiple roles and adjustments to field-based education, the value of learning through experience can help transform experience into new action.

Suggested Citation

  • Rung-Jiun Chou, 2018. "Going out into the field: an experience of the landscape architecture studio incorporating service-learning and participatory design in Taiwan," Landscape Research, Taylor & Francis Journals, vol. 43(6), pages 784-797, August.
    • Handle: RePEc:taf:clarxx:v:43:y:2018:i:6:p:784-797
    DOI: 10.1080/01426397.2017.1386290
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    Cited by:

    1. Galen Newman & Tianqi Shi & Zhen Yao & Dongying Li & Garett Sansom & Katie Kirsch & Gaston Casillas & Jennifer Horney, 2020. "Citizen Science-Informed Community Master Planning: Land Use and Built Environment Changes to Increase Flood Resilience and Decrease Contaminant Exposure," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
    2. Pilar Aramburuzabala & Irene Culcasi & Rosario Cerrillo, 2024. "Service-Learning and Digital Empowerment: The Potential for the Digital Education Transition in Higher Education," Sustainability, MDPI, vol. 16(6), pages 1-29, March.
    3. Ehsan Daneshyar & Shahin Keynoush, 2023. "Developing Adaptive Curriculum for Slum Upgrade Projects: The Fourth Year Undergraduate Program Experience," Sustainability, MDPI, vol. 15(6), pages 1-41, March.

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