... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research ... more ... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research has found online discussion to be more equitable, democratic, reflective, and personal than traditional face-to-face discussions (Eastmond, 1995; Garrison, 2003; Gunawardena & ...
Enquiry: A Journal for Architectural Research, 2009
Architecture concerns not so much an explicit body of transmittable knowledge and protocols as it... more Architecture concerns not so much an explicit body of transmittable knowledge and protocols as it does a set of implicit understandings, sensitivities and sensibilities. The education of an architect therefore concerns the mission of endowing candidates with those implicit traits. This is not to say that architects do not possess and wield prodigious amounts of explicit cognitive knowledge, because they certainly do. But that explicit component of architectural know-how is actually vested in and deployed by the architect not so much because the knowledge has been invented, discovered, or developed by architects; but rather because they have assimilated it from other disciplines in a special way that gives architects adductive and hermeneutic insight into vast, detailed, and complex design challenges. Engineers make better machines, artists make more meaningful artifacts, and psychologists provide better human environments; but architects are trained to see the underlying opportunity...
This theoretical paper addresses the persistence of
architecture students in undergraduate desig... more This theoretical paper addresses the persistence of
architecture students in undergraduate design
learning despite the considerable sacrifices that this
frequently entails, and proposes a framework for
son~e of the mechanisms that explain students'
diligence in their love-hate relationship with the
Peer Support and
Competition
Deference ta Authority
& Role Madel
design studio. Such love-hate association is poorly
understood, but is clearly a pervasive dilemma in
architecture education. The proposed model
includes a number of cognitive mechanisms that
student$ may use to reconcile their idealised and
romanticised self-image with the incoherent
sacrifices of design studio.
On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions ... more On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions for Accreditation, and at the juncture of higher education’s transition into a culture of assessment, this paper addresses the rationale and frameworks for the design of student learning objectives. The circumstances of undergraduate architectural education are the primary target here, but the same principles will apply to graduate learning as well. The discussion is itself framed by a comparison to a set of model student learning objectives published by the American Psychology Association, and is structured within the conventional planning model of mission, values, goals, objectives, tactics, and strategies. For the purpose of discussion, the authors propose several hypothetical examples.
Thegoal of this study was to devise a metric by which an undergraduate architecture curriculum co... more Thegoal of this study was to devise a metric by which an undergraduate architecture curriculum could
work towards an optimal balance between stimulating workload stress on one hand and productive
learning with high student satisfaction on the other. A thematic model was established to explain the
relations of academic workload, job employment, performance, and satisfaction and to provide a
framework for analysis. Descriptive statistics as well as structural equation analyses are included.
Findings supported our hypotheses. We found that ( I ) excessive stress due to workload (study time and
job hours) decreased performance and increased anxiety and depression and (2) self efficacy and
social support mediated the effects of stress.
ObjectiveTo determine the reliability and validity of a questionnaire measuring fruit and vegetab... more ObjectiveTo determine the reliability and validity of a questionnaire measuring fruit and vegetable (FV) self-efficacy and social norms during school lunch among 5th graders.DesignIn this cross-sectional study, students completed lunch food records and a psychosocial questionnaire measuring school lunch FV self-efficacy and social norms regarding consumption during the fall and spring semesters. Test-retest reliability was assessed between fall and spring semesters. The measurement model was cross-validated in the spring data.SettingOne middle school in Houston, Texas.Participants275 fifth graders in the 1998 fall semester and 262 of these fifth graders in the 1999 spring semester.Main Outcome MeasuresFV consumption and psychosocial variables.AnalysesPrincipal components analyses, confirmatory factor analyses and bivariate correlations.ResultsThree scales were identified: Fruit Self-Efficacy, Vegetable Self-Efficacy, and FV Social Norms. FV self-efficacy were positively correlated with low-fat vegetable and fruit consumption. Social norms were positively correlated with total vegetable, low-fat vegetable, fruit and total FV consumption.Conclusions and ImplicationsSelf-efficacy and norms for eating FV at school lunch are related to lunch FV consumption. Increasing self-efficacy and social norms about consuming FV at school appears to be important targets to improve FV consumption.
... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research ... more ... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research has found online discussion to be more equitable, democratic, reflective, and personal than traditional face-to-face discussions (Eastmond, 1995; Garrison, 2003; Gunawardena & ...
... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research ... more ... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research has found online discussion to be more equitable, democratic, reflective, and personal than traditional face-to-face discussions (Eastmond, 1995; Garrison, 2003; Gunawardena & ...
Enquiry: A Journal for Architectural Research, 2009
Architecture concerns not so much an explicit body of transmittable knowledge and protocols as it... more Architecture concerns not so much an explicit body of transmittable knowledge and protocols as it does a set of implicit understandings, sensitivities and sensibilities. The education of an architect therefore concerns the mission of endowing candidates with those implicit traits. This is not to say that architects do not possess and wield prodigious amounts of explicit cognitive knowledge, because they certainly do. But that explicit component of architectural know-how is actually vested in and deployed by the architect not so much because the knowledge has been invented, discovered, or developed by architects; but rather because they have assimilated it from other disciplines in a special way that gives architects adductive and hermeneutic insight into vast, detailed, and complex design challenges. Engineers make better machines, artists make more meaningful artifacts, and psychologists provide better human environments; but architects are trained to see the underlying opportunity...
This theoretical paper addresses the persistence of
architecture students in undergraduate desig... more This theoretical paper addresses the persistence of
architecture students in undergraduate design
learning despite the considerable sacrifices that this
frequently entails, and proposes a framework for
son~e of the mechanisms that explain students'
diligence in their love-hate relationship with the
Peer Support and
Competition
Deference ta Authority
& Role Madel
design studio. Such love-hate association is poorly
understood, but is clearly a pervasive dilemma in
architecture education. The proposed model
includes a number of cognitive mechanisms that
student$ may use to reconcile their idealised and
romanticised self-image with the incoherent
sacrifices of design studio.
On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions ... more On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions for Accreditation, and at the juncture of higher education’s transition into a culture of assessment, this paper addresses the rationale and frameworks for the design of student learning objectives. The circumstances of undergraduate architectural education are the primary target here, but the same principles will apply to graduate learning as well. The discussion is itself framed by a comparison to a set of model student learning objectives published by the American Psychology Association, and is structured within the conventional planning model of mission, values, goals, objectives, tactics, and strategies. For the purpose of discussion, the authors propose several hypothetical examples.
Thegoal of this study was to devise a metric by which an undergraduate architecture curriculum co... more Thegoal of this study was to devise a metric by which an undergraduate architecture curriculum could
work towards an optimal balance between stimulating workload stress on one hand and productive
learning with high student satisfaction on the other. A thematic model was established to explain the
relations of academic workload, job employment, performance, and satisfaction and to provide a
framework for analysis. Descriptive statistics as well as structural equation analyses are included.
Findings supported our hypotheses. We found that ( I ) excessive stress due to workload (study time and
job hours) decreased performance and increased anxiety and depression and (2) self efficacy and
social support mediated the effects of stress.
ObjectiveTo determine the reliability and validity of a questionnaire measuring fruit and vegetab... more ObjectiveTo determine the reliability and validity of a questionnaire measuring fruit and vegetable (FV) self-efficacy and social norms during school lunch among 5th graders.DesignIn this cross-sectional study, students completed lunch food records and a psychosocial questionnaire measuring school lunch FV self-efficacy and social norms regarding consumption during the fall and spring semesters. Test-retest reliability was assessed between fall and spring semesters. The measurement model was cross-validated in the spring data.SettingOne middle school in Houston, Texas.Participants275 fifth graders in the 1998 fall semester and 262 of these fifth graders in the 1999 spring semester.Main Outcome MeasuresFV consumption and psychosocial variables.AnalysesPrincipal components analyses, confirmatory factor analyses and bivariate correlations.ResultsThree scales were identified: Fruit Self-Efficacy, Vegetable Self-Efficacy, and FV Social Norms. FV self-efficacy were positively correlated with low-fat vegetable and fruit consumption. Social norms were positively correlated with total vegetable, low-fat vegetable, fruit and total FV consumption.Conclusions and ImplicationsSelf-efficacy and norms for eating FV at school lunch are related to lunch FV consumption. Increasing self-efficacy and social norms about consuming FV at school appears to be important targets to improve FV consumption.
... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research ... more ... Stephanie Babb Assistant Professor Department of Social Sciences babbs@uhd.edu. ... Research has found online discussion to be more equitable, democratic, reflective, and personal than traditional face-to-face discussions (Eastmond, 1995; Garrison, 2003; Gunawardena & ...
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architecture students in undergraduate design
learning despite the considerable sacrifices that this
frequently entails, and proposes a framework for
son~e of the mechanisms that explain students'
diligence in their love-hate relationship with the
Peer Support and
Competition
Deference ta Authority
& Role Madel
design studio. Such love-hate association is poorly
understood, but is clearly a pervasive dilemma in
architecture education. The proposed model
includes a number of cognitive mechanisms that
student$ may use to reconcile their idealised and
romanticised self-image with the incoherent
sacrifices of design studio.
work towards an optimal balance between stimulating workload stress on one hand and productive
learning with high student satisfaction on the other. A thematic model was established to explain the
relations of academic workload, job employment, performance, and satisfaction and to provide a
framework for analysis. Descriptive statistics as well as structural equation analyses are included.
Findings supported our hypotheses. We found that ( I ) excessive stress due to workload (study time and
job hours) decreased performance and increased anxiety and depression and (2) self efficacy and
social support mediated the effects of stress.
architecture students in undergraduate design
learning despite the considerable sacrifices that this
frequently entails, and proposes a framework for
son~e of the mechanisms that explain students'
diligence in their love-hate relationship with the
Peer Support and
Competition
Deference ta Authority
& Role Madel
design studio. Such love-hate association is poorly
understood, but is clearly a pervasive dilemma in
architecture education. The proposed model
includes a number of cognitive mechanisms that
student$ may use to reconcile their idealised and
romanticised self-image with the incoherent
sacrifices of design studio.
work towards an optimal balance between stimulating workload stress on one hand and productive
learning with high student satisfaction on the other. A thematic model was established to explain the
relations of academic workload, job employment, performance, and satisfaction and to provide a
framework for analysis. Descriptive statistics as well as structural equation analyses are included.
Findings supported our hypotheses. We found that ( I ) excessive stress due to workload (study time and
job hours) decreased performance and increased anxiety and depression and (2) self efficacy and
social support mediated the effects of stress.