A Reflective Account of Instructing Remote Planning Studios in the Era of COVID-19

ABSTRACT

This article examines, reflects on, and discusses remote planning studio pedagogy through reflection on the author’s instruction in two remote planning studios during the COVID-19 period and through assessment of student learning outcomes in these studios. Using a document review and staged critical reflection, the article discusses the difficulties and opportunities that many planning educators would face if they were to deliver the course curriculum remotely, as well as the implications for improving remote studio design and instruction in light of the ongoing COVID-19 pandemic.

KEYWORDS:

• Planning studio
• learning outcomes
• emergency remote teaching
• online teaching
• COVID-19 pandemic

Acknowledgements

I wish to thank my students who participated in this study and Dr. Richard Willson (Cal Poly Pomona) and Dr. Christopher Auffrey (University of Cincinnati) for their useful comments. I also thank the anonymous reviewers for their insightful suggestions.

Disclosure statement

No potential conflict of interest was reported by the author(s).