Well-established in some fields and still emerging in others, the studio approach to design education is an increasingly attractive mode of teaching and learning, though its variety of definitions and its high demands can make this pedagogical form somewhat daunting. Studio Teaching in Higher Education provides narrative examples of studio education written by instructors who have engaged in it, both within and outside the instructional design field. These multidisciplinary design cases are enriched by the book’s coverage of the studio concept in design education, heterogeneity of studio, commonalities in practice, and existing and emergent concerns about studio pedagogy. Prefaced by notes on how the design cases were curated and key perspectives from which the reader might view them, Studio Teaching in Higher Education is a supportive, exploratory resource for those considering or actively adapting a studio mode of teaching and learning to their own disciplines.
Table of Contents
Chapter 1. Introduction by Elizabeth Boling
Chapter 2. Curators’ Notes by Elizabeth Boling and Richard A. Schwier
Chapter 3. Hither and Yon: Learning ID in a Studio-Based Authentic ID Context by Richard A. Schwier
Chapter 4. The Studio Approach at the University of Georgia: Always a Work in Progress by Lloyd P. Rieber, Gregory Clinton, and Theodore J. Kopcha
Chapter 5. Emergent Tensions in Teaching an Interior Design Studio: Reflections and Opportunistic Redesign by Kennon M. Smith
Chapter 6. The Rapid (Interactive) Design Studio for Slow (User and Learner) Change by Martin A. Siegel
Chapter 7. How I Learned, Unlearned, and Learned Studio Again by Elizabeth Boling
Chapter 8. Constructing | Connecting | Conveying: A Beginning Studio Student and Instructor Journey of Meaning and Experience by Jill B. Pable
Chapter 9. The Lake Course: A Studio Apart by Jay Wilson
Chapter 10. Evolving into Studio by Andrew S. Gibbons
Chapter 11. Orchestrating Learning by Katherine S. Cennamo
Chapter 12. Reflective Practice: Educational Changes Based On Professional Expertise by Fred M. Duer
Chapter 13. The Creativity Habit by Brad Hokanson and Marit McCluske
Chapter 14. How I Gave Up ADDIE for Design Thinking, and So Did My Students by Monica W. Tracey
Chapter 15. A Case of User-Centered Design as Subversive Practice by Katy Campbell
Chapter 16. Undisciplined and Out of Control: A Course in Systemic Design for First-year Undergraduate Students by Gordon Rowland
Chapter 17. Design Thinking in Action: Perspectives on Teaching and Redesigning a Learning Design Studio by Michael M. Rook and Simon Hooper
Chapter 18. What is Studio? by Katherine S. Cennamo
Chapter 19. Critical Views of Studio by Colin M. Gray and Kennon M. Smith
Chapter 20. Emergent Views of Studio by Colin M. Gray
About the Contributors
Elizabeth Boling is Professor of Instructional Systems Technology and Associate Dean for Graduate Studies at Indiana University, Bloomington, USA.
Richard A. Schwier is Emeritus Professor of Educational Technology and Design in the Department of Curriculum Studies at the University of Saskatchewan, Canada.
Colin M. Gray is Assistant Professor in the Department of Computer Graphics Technology at Purdue University, West Lafayette, Indiana, USA.
Kennon M. Smith is Associate Professor in the Department of Apparel Merchandising and Interior Design at Indiana University, Bloomington, USA.
Katy Campbell is Professor and Dean of the Faculty of Extension at the University of Alberta, Canada.
"This book is a wonderful, timely collection of much-needed design studio cases. These personal cases bring extraordinary insights and experiences and provide an amazing resource for anyone engaged in design teaching." -Erik Stolterman, Professor and Chair, School of Informatics and Computing, Indiana University, Bloomington, USA
"The design cases in 'Studio Teaching in Higher Education' provide both seasoned and aspiring studio instructors with deep insights into the epistemology underlying a design studio approach, as well as specific examples of its implementation in a variety of disciplinary domains and instructional contexts. As a whole, the text showcases the value of using the studio method to prepare design professionals and illustrates how learning by doing, in authentic contexts, can result in transformative experiences for faculty and students alike." - Peggy A. Ertmer, Professor of Learning Design and Technology at the College of Education, Purdue University, USA, and Founding Editor of the Interdisciplinary Journal of Problem-based Learning (IJPBL)
"This is an excellent book: everyone even vaguely interested in art, design, creativity, expertise and learning should read it. All the important aspects of studio get a good mention . . . Importantly, the issues are raised and analysed by way of example and reflection on actual events, failures and re-workings feature as much as successes and triumphs. In that sense, it is an inspirational collection of tales." -Australian Universities Review