Adams, R., & Forin, T. R., & Joslyn, C. H. (2017, June), Approaches to Coaching Students in Design Reviews  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27608

\bibitem{asee_peer_27608}
  Adams, R., \& Forin, T. R., \& Joslyn, C. H. (2017, June), \emph{Approaches to Coaching Students in Design Reviews}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--27608

Robin Adams, Tiago R. Forin, and Cole H. Joslyn.  "Approaches to Coaching Students in Design Reviews".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/27608 Internet.  20 Sep, 2024

\bibitem{asee_peer_27608}
  Robin Adams, Tiago R. Forin, and Cole H. Joslyn.
  "Approaches to Coaching Students in Design Reviews".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/27608 Internet.  20 Sep, 2024

@INPROCEEDINGS{asee_peer_27608
author = "Robin Adams, Tiago R. Forin, and Cole H. Joslyn"
title = "Approaches to Coaching Students in Design Reviews"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27608}
number = {10.18260/1-2--27608}
}

TY  - CPAPER
AB  - Design reviews offer a unique window into understanding how design teachers help their students develop as designers.  They are a prevalent practice for helping students develop design thinking expertise, although their structure and content may vary across disciplines. Understanding the teaching that occurs during design reviews can illuminate the ways teachers support students in becoming design thinkers. In this paper, we extend prior work to illustrate disciplinary perspectives of how design teachers help their students develop as design thinkers.  The guiding framework is design pedagogical knowledge (PCK), the content-specific and practice-based specialized knowledge of teaching design. We analyzed five sets of longitudinal data (four individuals and one team) from an existing multi-disciplinary design review dataset (mechanical engineering, industrial design, and choreography). Where prior work focused on identifying patterns of design pedagogical content knowledge, this paper focuses on summarizing the teaching techniques used and design thinking knowledge conveyed across different design contexts.  Results indicate: (1) design teachers across contexts share a common repertoire of design teaching techniques and design thinking process knowledge and (2) insights into what design teachers may be most concerned about regarding their students’ development as designers.  One contribution of this study is a language for making visible teachers’ design thinking knowledge, the teaching techniques they use to convey this knowledge, and the kinds of design thinking knowledge they demonstrate or encourage with their students.  Teachers can use this to make sense of their own experiences and discuss their experiences within a larger community of practice.  Sharing results with students may provide opportunities to help them develop an awareness of design thinking (beyond a method to follow) and make sense of the ways their teachers help them learn to design and strengthen their design processes and products.
AU  - Robin Adams
AU  - Tiago R. Forin
AU  - Cole H. Joslyn
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Approaches to Coaching Students in Design Reviews
UR  - https://peer.asee.org/27608
DO  - 10.18260/1-2--27608
ER  -