Abstract
All teachers have had students who seem to learn quickly and easily, have passion and excitement for learning, and are able to apply the principles they have been taught. Teachers have also had the opposite kind of students. What is it that allows one to excel while another struggles? My hypothesis is that the answer is aptitudes. What is an aptitude? According to Webster’s Dictionary an aptitude is ‘a capacity or innate ability, a talent for learning, or a special fitness.’ The field of industrial design appears interesting to many students who are trying to decide on a course of study in college. The ‘play’ aspect involved in the creative process of designing ‘cool’ artifacts is especially appealing. Many students make their decision to pursue industrial design based on this perception alone, without considering their aptitudes for the other aspects involved. After time they become frustrated and discouraged and struggle with their decision. How do we help students to make more informed decisions about their “fit” in industrial design?
Citation
Skaggs, P. (2004) Aptitudes for Industrial Design., in Redmond, J., Durling, D. and de Bono, A (eds.), Futureground - DRS International Conference 2004, 17-21 November, Melbourne, Australia. https://dl.designresearchsociety.org/drs-conference-papers/drs2004/researchpapers/119
Aptitudes for Industrial Design.
All teachers have had students who seem to learn quickly and easily, have passion and excitement for learning, and are able to apply the principles they have been taught. Teachers have also had the opposite kind of students. What is it that allows one to excel while another struggles? My hypothesis is that the answer is aptitudes. What is an aptitude? According to Webster’s Dictionary an aptitude is ‘a capacity or innate ability, a talent for learning, or a special fitness.’ The field of industrial design appears interesting to many students who are trying to decide on a course of study in college. The ‘play’ aspect involved in the creative process of designing ‘cool’ artifacts is especially appealing. Many students make their decision to pursue industrial design based on this perception alone, without considering their aptitudes for the other aspects involved. After time they become frustrated and discouraged and struggle with their decision. How do we help students to make more informed decisions about their “fit” in industrial design?