Abstract
Some particular challenges in studio pedagogy arise from teaching for design character versus focusing solely on skills, knowledge or the cognitive processes of our students. In this paper, three authors with extensive combined experience in studio learning, teaching, and scholarship address these challenges via reflection on our own experiences of research and teaching and in-depth discussion with each other. We adopt a co/autoethnographic approach (Coia & Taylor, 2009), identifying a range of challenges we have faced ourselves across three established and emergent design disciplines. These challenges are grouped in relationship to students, to curriculum, to our colleagues, and to ourselves. In our experience these challenges affect instructors differently than—and in addition to—those presented by traditional studio, and we present opportunities to build on these articulated challenges to further studio pedagogy.
Keywords
design pedagogy, design character, studio pedagogy
DOI
https://doi.org/10.21606/drs.2020.120
Citation
Boling, E., Gray, C., and Smith, K. (2020) Educating for design character in higher education: Challenges in studio pedagogy, in Boess, S., Cheung, M. and Cain, R. (eds.), Synergy - DRS International Conference 2020, 11-14 August, Held online. https://doi.org/10.21606/drs.2020.120
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Educating for design character in higher education: Challenges in studio pedagogy
Some particular challenges in studio pedagogy arise from teaching for design character versus focusing solely on skills, knowledge or the cognitive processes of our students. In this paper, three authors with extensive combined experience in studio learning, teaching, and scholarship address these challenges via reflection on our own experiences of research and teaching and in-depth discussion with each other. We adopt a co/autoethnographic approach (Coia & Taylor, 2009), identifying a range of challenges we have faced ourselves across three established and emergent design disciplines. These challenges are grouped in relationship to students, to curriculum, to our colleagues, and to ourselves. In our experience these challenges affect instructors differently than—and in addition to—those presented by traditional studio, and we present opportunities to build on these articulated challenges to further studio pedagogy.