Brigitte Scott | Virginia Tech (original) (raw)

Papers by Brigitte Scott

Research paper thumbnail of Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research

Educational Studies, 2012

Research paper thumbnail of A Review of “Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools”

Educational Studies, 2014

Research paper thumbnail of Positioning sex educators: a critical ethnography of a professional development workshop

Research paper thumbnail of Promoting creativity in the computer science design studio

Revolutionary advances in technologies will require computer science professionals who are able t... more Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. In order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (ID), and human-computer interaction (HCI) classes. Our analysis of the activities conducted during studio critiques revealed that while the ID and architecture studios had a primary focus on experimentation, the primary emphasis of the HCI studios was on idea refinement. In this paper, we describe four barriers to creative thought observed in the HCI classrooms and identify ways that the architecture and ID instructors helped students to overcome similar challenges.

Research paper thumbnail of Managing the Complexity of Design Problems through Studio-based Learning

Interdisciplinary Journal of Problem-based Learning, 2011

The ill-structured nature of design problems makes them particularly challenging for problem-base... more The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class, an architecture class, and three human-computer-interaction classes was to develop a crossdisciplinary understanding of the goals and expectations for students in a SBL environment and the ways in which experienced facilitators assist students in solving complex design problems. The expectations that students are to iteratively generate and refine design solutions, communicate effectively, and collaborate with others establishes the studio as a dynamic place where students learn to experiment on their own, to teach and to use all studio members as resources in that search. Instructors support students as they grapple with complexity of design problem-solving through pedagogical practices that include assignments, associated meta-discussions, explicit prompts, reminders, modeling, and coaching. Using sample illustrations from our cross-case analysis, we present the studio method as a legitimate constituent of problem-based learning methods. 22, 390-408. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.

Research paper thumbnail of Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research

Educational Studies, 2012

Research paper thumbnail of A Review of “Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools”

Educational Studies, 2014

Research paper thumbnail of Positioning sex educators: a critical ethnography of a professional development workshop

Research paper thumbnail of Promoting creativity in the computer science design studio

Revolutionary advances in technologies will require computer science professionals who are able t... more Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. In order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (ID), and human-computer interaction (HCI) classes. Our analysis of the activities conducted during studio critiques revealed that while the ID and architecture studios had a primary focus on experimentation, the primary emphasis of the HCI studios was on idea refinement. In this paper, we describe four barriers to creative thought observed in the HCI classrooms and identify ways that the architecture and ID instructors helped students to overcome similar challenges.

Research paper thumbnail of Managing the Complexity of Design Problems through Studio-based Learning

Interdisciplinary Journal of Problem-based Learning, 2011

The ill-structured nature of design problems makes them particularly challenging for problem-base... more The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class, an architecture class, and three human-computer-interaction classes was to develop a crossdisciplinary understanding of the goals and expectations for students in a SBL environment and the ways in which experienced facilitators assist students in solving complex design problems. The expectations that students are to iteratively generate and refine design solutions, communicate effectively, and collaborate with others establishes the studio as a dynamic place where students learn to experiment on their own, to teach and to use all studio members as resources in that search. Instructors support students as they grapple with complexity of design problem-solving through pedagogical practices that include assignments, associated meta-discussions, explicit prompts, reminders, modeling, and coaching. Using sample illustrations from our cross-case analysis, we present the studio method as a legitimate constituent of problem-based learning methods. 22, 390-408. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.