Abstract

Traditional university students compose the majority of enrollments at design programs, but an increasing minority of enrollees is non-traditional students. Non-traditional students are typically older, have or are currently working in a profession, are often married or partnered, and may be working toward a second degree. Increased enrollment by non-traditional students in design programs began in earnest after the economic recession of 2009. While substantial research has been done on non-traditional students’ experiences at universities, little research has been conducted on how these students fare in design fields. Such research is valuable because the studio learning environment involves a unique set of expectations, and existent research on student experience may not accurately extrapolate to non-traditional design students. This research looks at the experience and preferences of non-traditional students in landscape architecture programs in the United States. A national survey was conducted of students in accredited landscape architecture programs. A focus group held at multiple universities was used to develop the survey questions. The survey identified the critical factors students consider in utilizing studio space. Important differences were reported between traditional and non-traditional students regarding their attitude towards use of the studio, especially in regards to social factors. Non-traditional students prefer to spend less time in the studio with their peers and prefer working in isolation, eschewing the open-layout associated with a traditional studio space. Non-traditional students also report different opinions on nearly all other surveyed social factors of studio pedagogy. The findings suggest that traditional design studio settings and pedagogy may diverge from the attitudes and self-identified needs of non-traditional students. While it is unrealistic to dramatically alter design studio spaces and pedagogy to meet all the needs of non-traditional students, there are several adjustments that can improve non-traditional students’ studio experience.