In this Book

Purdue University Press
summary
Design is ubiquitous. Speaking across disciplines, it is a way of thinking that involves dealing with complex, open-ended, and contextualized problems that embody the ambiguities and contradictions in everyday life. It has become a part of pre-college education standards, is integral to how college prepares students for the future, and is playing a lead role in shaping a global innovation imperative. Efforts to advance design thinking, learning, and teaching have been the focus of the Design Thinking Research Symposium (DTRS) series. A unique feature of this series is a shared dataset in which leading design researchers globally are invited to apply their specific expertise to the dataset and bring their disciplinary interests in conversation with each other to bring together multiple facets of design thinking and catalyze new ways for teaching design thinking. Analyzing Design Review Conversations is organized around this shared dataset of conversations between those who give and those who receive feedback, guidance, or critique during a design review event. Design review conversations are a common and prevalent practice for helping designers develop design thinking expertise, although the structure and content of these reviews vary significantly. They make the design thinking of design coaches (instructors, experts, peers, and community and industry stakeholders) and design students visible. During a design review, coaches notice problematic and promising aspects of a designer’s work. In this way, design students are supported in revisiting and critically evaluating their design rationales, and making sense of a design review experience in ways that allow them to construct their design thinking repertoire and evolving design identity.

Table of Contents

  1. Cover
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  1. Half Title, Title Page, Copyright
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  1. Table of Contents
  2. pp. v-viii
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  1. Acknowledgments
  2. pp. ix-x
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  1. Analyzing Design Review Conversations
  1. 1. Inquiry Into Design Review Conversations
  2. Robin S. Adams
  3. pp. 3-22
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  1. 2. Design Review Conversations: The Dataset
  2. Robin S. Adams
  3. pp. 23-30
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  1. 3. Making Gestural frequencies
  2. Shannon McMullen, Andrew Brightman, Holly Jaycox
  3. pp. 31-58
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  1. 4. Research-to-Practice Workshop: Design and Experience
  2. Junaid A. Siddiqui, Robin S. Adams, Michael J. Fosmire
  3. pp. 59-74
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  1. Design Inquiry
  1. 5. Robust Design Review Conversations
  2. Andy Dong, Massimo Garbuio, Dan Lovallo
  3. pp. 77-96
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  1. 6. Navigating Boundaries: Moving Between Context and Disciplinary Knowledge When Learning to Design
  2. Nicky Wolmarans
  3. pp. 97-114
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  1. 7. Dimensions of Creative Evaluation: Distinct Design and Reasoning Strategies for Aesthetic, Functional, and Originality Judgments
  2. Bo T. Christensen, Linden J. Ball
  3. pp. 115-134
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  1. 8. Exploring the Role of Empathy in a Service-Learning Design Project
  2. Nicholas D. Fila, Justin L. Hess
  3. pp. 135-154
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  1. 9. Piecemeal Versus Integrated Framing of Design Activities
  2. Stephen Secules, Ayush Gupta, Andrew Elby
  3. pp. 155-176
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  1. 10. Exploring the Design Cognition of Concept Design Reviews Using the FBS-Based Protocol Analysis
  2. John S. Gero, Hao Jiang
  3. pp. 177-194
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  1. Design Discourse
  1. 11. Learning From Expert/Student Dialogue to Enhance Engineering Design Education
  2. Cassandra Groen, Marie Paretti, Lisa McNair
  3. pp. 197-216
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  1. 12. A Discursive Approach to Understanding Dependencies Between Design Acts
  2. Ömer Akın, Olaitan Awomolo
  3. pp. 217-240
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  1. 13. Normative Concerns, Avoided: Instructional Barriers in Designing for Social Change
  2. Colin M. Gray, Craig D. Howard
  3. pp. 241-260
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  1. Design Interactions
  1. 14. “Wait, wait: Dan, your turn”: Performing Assessment in the Group-Based Design Review
  2. Arlene Oak, Peter Lloyd
  3. pp. 263-284
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  1. 15. Articulation of Professional Vision in Design Review
  2. Neeraj Sonalkar, Ade Mabogunje, Larry Leifer
  3. pp. 285-306
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  1. 16. Design Grammar—A Visual Tool for Analyzing Teacher and Student Interaction
  2. João Ferreira, Henri Christiaans, Rita Almendra
  3. pp. 307-334
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  1. Design Being
  1. 17. Taking a (Design) Stance
  2. David Socha, Wolff-Michael Roth, Josh Tenenberg
  3. pp. 337-354
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  1. 18. Becoming a Designer: Some Contributions of Design Reviews
  2. Janet McDonnell
  3. pp. 355-372
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  1. 19. Multiple Means Through Which Design Identities Are Communicated During Design Reviews
  2. Şenay Purzer, Nicholas D. Fila
  3. pp. 373-392
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  1. Design Coaching
  1. 20. A Quantitative Exploration of Student-Instructor Interactions Amidst Ambiguity
  2. Antonette Cummings, DeLean Tolbert, Carla B. Zoltowski, Monica E. Cardella, Patrice M. Buzzanell
  3. pp. 395-412
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  1. 21. Directing Convergent and Divergent Activity Through Design Feedback
  2. Shanna R. Daly, Seda Yilmaz
  3. pp. 413-430
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  1. 22. Making Visible the “How” and “What” of Design Teaching
  2. Robin Adams, Tiago Forin, Mel Chua, David Radcliffe
  3. pp. 431-456
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  1. 23. Three Studio Critiquing Cultures: Fun Follows Function or Function Follows Fun?
  2. Gabriela Goldschmidt, Hernan Casakin, Yonni Avidan, Ori Ronen
  3. pp. 457-482
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  1. Author Biographies and Contact Information
  2. pp. 483-492
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  1. Index
  2. pp. 493-504
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Additional Information

ISBN
9781612494388
Related ISBN
9781557537232
MARC Record
OCLC
959947610
Pages
460
Launched on MUSE
2017-01-01
Language
English
Open Access
No
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