Based on the author's thesis (Ph. D.--Virginia Polytechnic Institute and State University, 2006) under title: Study of self-regulated learning in landscape architecture design studios.

Includes bibliographical references and index.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design reframes how educators in architecture, landscape architecture, and other design disciplines think about teaching and learning design. The book weaves together concepts of constructivism, social cognitive theory, and self-regulated learning into a solid theoretical foundation for innovative teaching that emphasizes meaning, memory, problem solving, and mastery. The central goal of self-regulated design learning is making design learnable so that students are encouraged to become active, engaged participants in the design learning process. Key features of the book include: * examining the issues, values, and challenges of teaching and learning in design, * exploring select educational theories and concepts relevant to design pedagogy, * illustrating the pivotal relationships between design learning and self-regulation, and * discussing pedagogic techniques that support self-regulated design learning and lead to greater student achievement and performance. Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design provides numerous examples and applications to help design educators understand how to implement the self-regulated design learning methodology in their studios. Through this book, design educators will discover new ways of encouraging meaningful design learning through an advanced approach that is empowering, inspiring, and vital.

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