Learning design: Examining programmatic learning outcomes and the influence of disciplinary perspectives on design pedagogy

• Autores: Rachel Dzombak, Kevin Pham, Sara L. Beckman
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 623-632
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Design education continues to interest students across universities today. Students choose among myriad of programs that providepathways to becoming a professional designer, but do so through varied courses of study that depend upon factors such as theschool, the program’s home discipline, the student population, and the intended professional design field. When creating amultidisciplinary design certificate at the University of California, Berkeley that would allow students to take design courses frommultiple fields including business, engineering, humanities and environmental design, faculty from the disciplines engaged in a seriesof discussions about programmatic learning outcomes. As a result, a question arose about the extent to which disciplinaryperspective influences design pedagogy and the resulting training provided to the student. This paper examines learning outcomesassociated with design programs anchored in four disciplines and assesses similarities and differences amongst them. In doing so, itaims to uncover ways in which disciplinary focus influences programmatic goals and to identify implications of differences amongthem for the construction of multidisciplinary design programs.