Collection development at Monash University Library aims to fulfil the research and curriculum needs of university staff and students. To support the Faculty of Art, Design and Architecture (MADA), collection development operates as a collaboration between academic faculty and the Subject Librarian. In order to further develop this collaboration and to encourage the selection and use of design resources by authors from diverse backgrounds, design lecturers and library staff have initiated The Equity Collection project. The aim of the project is to investigate the diversity of the collection in its current state and to improve its ability to reflect and extend the multicultural nature of the university community. The project includes a campaign to collect and promote books from the design world authored by under-represented groups, including Indigenous Australians, people of colour, and female and non-binary authors. This project is unique in its utilisation of the expertise of the design faculty who have extensive knowledge of authors, small publishers and less widely distributed publications.
Current design practice is as much about understanding behaviour and culture as it is about material intelligence. Relevant, effective design is about working with people rather than for people. As we acknowledge this paradigm, we also recognize the need to better understand our individual selves to better understand others. This article details the affective pedagogy behind the Transforming Mindsets studio, which directly addresses explicit teaching of intrapersonal skills in learning to design with others in authentic inquiry-based assessment. This empirical educational study utilized observational data, self-reporting tools, interviews and a six-month followup interview with students to observe how risk plays a role in shifting learning mindsets. Students reported that the experimental studio changed their relationship with learning, strengthened their willingness to take risks and improved the quality of their collaborations. However, post-studio interviews revealed the challenge of integrating intrapersonal skills and practices into future learning contexts. This article proposes the importance of design education considering not just how the designer creates but also how the designer acts and becomes in the world.
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