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Architecture summer schools that support community engagement Cover

Architecture summer schools that support community engagement

Miscellanea Geographica
Volume 29 (2025): Issue 2 (April 2025)
By: Anna Górka and  Agnieszka Kurkowska  
Open Access
|Apr 2025

Figures & Tables

Figure 1.

The students' interest in summer schoolsSource: own elaboration
The students' interest in summer schoolsSource: own elaboration

Figure 2.

Features of SLAs defined as ‘definitely important’ and ‘rather important’ to the respondents: 1 = place, 2 = date, 3 = duration, 4 = programme, 5 = the person conducting, 6 = participants, 7 = ECTS credits, 8 = organizer, 9 = feeSource: own elaboration
Features of SLAs defined as ‘definitely important’ and ‘rather important’ to the respondents: 1 = place, 2 = date, 3 = duration, 4 = programme, 5 = the person conducting, 6 = participants, 7 = ECTS credits, 8 = organizer, 9 = feeSource: own elaboration

Figure 3.

‘Definitely expected’ participants and ‘rather expected’ participants in SLAs. Source: own elaboration..
‘Definitely expected’ participants and ‘rather expected’ participants in SLAs. Source: own elaboration..

Figure 4.

‘Definitely positive’ and ‘rather positive’ feedback on the forms of teaching at SLAs: 1 = project tasks, 2 = practical tasks, 3 = field observation, 4 = field trip, 5 = local event, 6 = discussion, 7 = lecture, 8 = lab-based exercisesSource: own elaboration
‘Definitely positive’ and ‘rather positive’ feedback on the forms of teaching at SLAs: 1 = project tasks, 2 = practical tasks, 3 = field observation, 4 = field trip, 5 = local event, 6 = discussion, 7 = lecture, 8 = lab-based exercisesSource: own elaboration

Figure 5.

Residence preferences for SLAs student tasksSource: own elaboration
Residence preferences for SLAs student tasksSource: own elaboration

Figure 6.

‘Definitely important’ and ‘rather important’ expectations or ‘fulfilled expectations’ of teaching in SLAs: 1 = studying and resting, 2 = analytical skills, 3 = communication competences, 4 = project skills, 5 = design tools, 6 = knowledge, 7 = practical skills, 8 = the SLAs topic during semesterSource: own elaboration
‘Definitely important’ and ‘rather important’ expectations or ‘fulfilled expectations’ of teaching in SLAs: 1 = studying and resting, 2 = analytical skills, 3 = communication competences, 4 = project skills, 5 = design tools, 6 = knowledge, 7 = practical skills, 8 = the SLAs topic during semesterSource: own elaboration

Figure 7.

Definite and slight perceived improvement in competencies because of participation in an SLASource: own elaboration
Definite and slight perceived improvement in competencies because of participation in an SLASource: own elaboration

Respondents to surveys

Q1Q2Q3
Respondents1322343
Women (%)77.378.346.5

SLAs offered at FAGUT

FAGUT studentsFAGUT+ students
DomesticInternationalDomesticInternational
Recurring3-26
Occasional-1--

Categories for describing SLAs in surveys

Q1 Potential participantsQ2 ParticipantsQ3 Residents
(1) Degree of interest in SLAs+−+
(2) Information sources+++
(3) Formal features++−
(4) Teaching forms+++
(5) Expectations+++
(6) Effects−++
DOI: https://doi.org/10.2478/mgrsd-2025-0003 | Journal eISSN: 2084-6118 | Journal ISSN: 0867-6046
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Language: English
Page range: 101 - 107
Submitted on: Jul 3, 2024
Accepted on: Dec 16, 2024
Published on: Apr 1, 2025
Published by: Faculty of Geography and Regional Studies, University of Warsaw
In partnership with: Paradigm Publishing Services
Publication frequency: 4 issues per year
Keywords:
Climate change,
social responsibility,
educational strategies,
community engagement,
architecture summer school
Related subjects:
Geosciences,
Geography,
Geosciences, other

© 2025 Anna Górka, Agnieszka Kurkowska, published by Faculty of Geography and Regional Studies, University of Warsaw
This work is licensed under the Creative Commons Attribution 4.0 License.

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