Design & Craft (Crafting the Education of Design)

Processes in and of Design Education

As we celebrate the first ten years of the EAD, we want to explore what the next decade holds for design education and what frontiers of possibility need to be addressed in design education. This track questions the values, boundaries and diversity among practice, research and education while revealing change and future potentials in design education.

Successful Design often requires creative alignments and engagement across an eclectic range of disciplines, processes, methodologies, media, ideas and cultural contexts to formulate and/or address problems that may often contain contradictions, are incomplete and/or indeterminate. The last decade has seen tremendous change in both the requirements and the delivery of design education. During this time design education has continued to move from an industry-based and practice-driven process to one where there is recognition of the need for greater reflection on what future designers are exposed to and taught.

This track calls for papers that explore processes in and of design education from two different perspectives. Perspective A "Value, Diversity & Change" places the design proposal, proposition, and/or artifact at the centre of design analysis. Perspective B "Boundaries, Potentials & Futures" considers how design educators embrace and integrate "research culture" developed by design scholars into design education modules or courses.

We encourage paper submissions of empirical studies including practice-based case studies and reflections in the area of crafting the education of design that fit into one of the perspectives.

A: Value, Diversity & Change
Perspective A calls for papers that place the design proposal, proposition, and/or artifact at the centre of design analysis and asks that individuals address this in terms of process and education. Is a heuristic, eclectic and indeterminate design approach key to the design process, idea and outcome? Equally importantly how has this led to, or may lead to, application within further contexts, both educationally and in design practice. This perspective asks for participants to consider the education of design, its future and its past in the contexts and currency of societal change, its values, diversity and changing design approaches.

B: Boundaries, Potentials & Futures
Perspective B looks to explore how educators are embedding "research culture" into design teaching practice. How are theoretical approaches used towards teaching design practice? For example, how are "designerly ways of knowing" or "co-design" used towards the design of an artifact? How are the concepts of "empathic design" or "the culture medium" being used towards futuring design students knowledge and skill development? This perspective welcomes a range of papers that investigate and document a variety of explorations, definitions, experiments and practices of integrating research culture into design pedagogy.

In summary, this track on "processes in and of design education" takes a divergent yet connected exploration into how educators use heuristic approaches and how theoretical frameworks and methodologies are used towards creating and crafting tangible, novel, inventive, useful artifact solutions. Whilst the last decade has seen design establish itself into a credible academic field, it has also required a focus on the formulation and application of credible theoretical contexts and frameworks, methodologies and processes. It could be argued that the focus on the latter has lead to an emphasis on the evaluation of the method/process rather than the outcome/solution. As a result, this track aims at provoking design educators into questioning the roles and use of artifact at the center of designing by considering how heuristics are used and/or how theories and methods are employed in the educational process leading to new insights, possibilities and knowledge.

A short biography of convenors

Peter Jones, Pete Davis, Aidan Rowe and Megan Strickfaden come together for the first time to present this track on crafting the education of design. Collectively, these four design educators represent the breadth of two- and three-dimensional design practice, including architecture, graphics, product design and designer maker. Davis has taught in the UK for ten years and has published on design education, design, architecture and creativity. Jones's, professional practice background is primarily in brand and corporate identity strategy, design and management, he been teaching in the UK for over ten years and has recently published on branding and graphic communication. Rowe has taught design for more than fifteen years in North America, Europe and Asia and has recently published work on design, culture and internationalization. Strickfaden has taught design for more than two decades and has published on emerging issues including the "cultural capital of design educators" and the "culture medium".