This qualitative pilot study was inspired by my interest in the culture of architectural design studio and my earnest desire to be a more effective educator in my field. Since the study of this culture is quite broad, and there are several factors that influence it, the decision was made to focus on an important participant of the culture-the instructor. The social constructivist and symbolic interactionist perspectives became important tools in helping guide this study and understand the participants. After a constant referral, by the participants through their narratives, to the instructors' experiences, roles and influences on the culture of the architectural design studio, possible teaching styles or instructor types were identified, through data analysis methods of narrative analysis and grounded theory. The participants' narratives, also suggested interaction of the instructor with self, the student and the project, therefore having the ability to guide working relationships and influence the studio culture as a whole.
","abstract_html":"<p>This qualitative pilot study was inspired by my interest in the culture of architectural design studio and my earnest desire to be a more effective educator in my field. Since the study of this culture is quite broad, and there are several factors that influence it, the decision was made to focus on an important participant of the culture-the instructor. The social constructivist and symbolic interactionist perspectives became important tools in helping guide this study and understand the participants. After a constant referral, by the participants through their narratives, to the instructors' experiences, roles and influences on the culture of the architectural design studio, possible teaching styles or instructor types were identified, through data analysis methods of narrative analysis and grounded theory. The participants' narratives, also suggested interaction of the instructor with self, the student and the project, therefore having the ability to guide working relationships and influence the studio culture as a whole.</p>","abstract_has_math":false,"creators":["Lueth, Patience"],"institution":null,"degree_name":"Master of Science","degree_level":"thesis","degree_discipline":"Architectural Studies","degree_department":"Department of Architecture","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01","date_published":"2003-01-01","updated_at":"2026-07-24T02:39:53Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.31274/rtd-20200716-54"],"render_values":[{"text":"https://doi.org/10.31274/rtd-20200716-54","href":"https://doi.org/10.31274/rtd-20200716-54","code":true}]},{"key":"dc:identifier","label":"Identifier","values":["archive/lib.dr.iastate.edu/rtd/19487/"],"render_values":[{"text":"archive/lib.dr.iastate.edu/rtd/19487/","href":null,"code":true}]}]},"links":{"outbound_url":"https://dr.lib.iastate.edu/handle/20.500.12876/96854","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Architecture"]},{"key":"dc:creator","label":"Author","values":["Lueth, Patience"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-07-17T07:19:29.000"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-02-26T08:31:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-26T08:31:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2003-01-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Architectural Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["archive/lib.dr.iastate.edu/rtd/19487/"]},{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.31274/rtd-20200716-54"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://dr.lib.iastate.edu/handle/20.500.12876/96854"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative pilot study was inspired by my interest in the culture of architectural design studio and my earnest desire to be a more effective educator in my field. Since the study of this culture is quite broad, and there are several factors that influence it, the decision was made to focus on an important participant of the culture-the instructor. The social constructivist and symbolic interactionist perspectives became important tools in helping guide this study and understand the participants. After a constant referral, by the participants through their narratives, to the instructors' experiences, roles and influences on the culture of the architectural design studio, possible teaching styles or instructor types were identified, through data analysis methods of narrative analysis and grounded theory. The participants' narratives, also suggested interaction of the instructor with self, the student and the project, therefore having the ability to guide working relationships and influence the studio culture as a whole.
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