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.
Acknowledgments
analyzing design review conversations
1 Inquiry Into Design Review Conversations, by Robin S. Adams
2 Design Review Conversations: The Dataset, by Robin S. Adams
3 Making Gestural frequencies, by Shannon McMullen, Andrew Brightman, and Holly Jaycox
4 Research-to-Practice Workshop: Design and Experience, by Junaid A. Siddiqui, Robin S. Adams, and Michael J. Fosmire
design inquiry
5 Robust Design Review Conversations, by Andy Dong, Massimo Garbuio, and Dan Lovallo
6 Navigating Boundaries: Moving Between Context and Disciplinary Knowledge When Learning to Design, by Nicky Wolmarans
7 Dimensions of Creative Evaluation: Distinct Design and Reasoning Strategies for Aesthetic, Functional, and Originality Judgments, by Bo T. Christensen and Linden J. Ball
8 Exploring the Role of Empathy in a Service-Learning Design Project, by Nicholas D. Fila and Justin L. Hess
9 Piecemeal Versus Integrated Framing of Design Activities, by Stephen Secules, Ayush Gupta, and Andrew Elby
10 Exploring the Design Cognition of Concept Design Reviews Using the FBS-Based Protocol Analysis, by John S. Gero and Hao Jiang
design discourse
11 Learning From Expert/Student Dialogue to Enhance Engineering Design Education, by Cassandra Groen, Marie Paretti, and Lisa McNair
12 A Discursive Approach to UnderstandingDependencies Between Design Acts, by Ömer Akın and Olaitan Awomolo
13 Normative Concerns, Avoided: Instructional Barriers in Designing for Social Change, by Colin M. Gray and Craig D. Howard
design interactions
14 “Wait, wait: Dan, your turn”: Performing Assessment in the Group-Based Design Review, by Arlene Oak and Peter Lloyd
15 Articulation of Professional Vision in Design Review, by Neeraj Sonalkar, Ade Mabogunje, and Larry Leifer
16 Design Grammar—A Visual Tool for Analyzing Teacher and Student Interaction, by João Ferreira, Henri Christiaans, and Rita Almendra
design being
17 Taking a (Design) Stance, by David Socha, Wolff-Michael Roth, and Josh Tenenberg
18 Becoming a Designer: Some Contributions of Design Reviews, by Janet McDonnell
19 Multiple Means Through Which Design Identities Are Communicated During Design Reviews, by Şenay Purzer and Nicholas D. Fila
design coaching
20 A Quantitative Exploration of Student-Instructor Interactions Amidst Ambiguity, by Antonette Cummings, DeLean Tolbert, Carla B. Zoltowski, Monica E. Cardella, and Patrice M. Buzzanell
21 Directing Convergent and Divergent Activity Through Design Feedback, by Shanna R. Daly and Seda Yilmaz
22 Making Visible the “How” and “What” of Design Teaching, by Robin Adams, Tiago Forin, Mel Chua, and David Radcliffe
23 Three Studio Critiquing Cultures: Fun Follows Function or Function Follows Fun?, by Gabriela Goldschmidt, Hernan Casakin, Yonni Avidan, and Ori Ronen
Author Biographies and Contact Information
Index
