Where what’s in common mediates disciplinary diversity in design students: A shared pathway of intellectual development

Carmel-Gilfilen, Candy; Portillo, Margaret

doi:10.1016/j.destud.2011.08.004

Cited by 8 publications

(5 citation statements)

References 12 publications

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“…The assimilating student has been shown to learn best by organizing information into a concise, logical form. Furthermore, this finding supports previous research, which illustrated that less developed design students illustrated a linear step‐by‐step approach to the design process (Carmel‐Gilfilen & Portillo, 2010a, 2011; Portillo, 1987; Portillo & Dohr, 1989). Carmel‐Gilfilen and Portillo (2010a) describe supporting development in design through a process of scaffolding, which aims to provide a balance of support and challenge for the learner to encourage self‐discovery and independent learning (Hammond, 2001; Hogan & Pressley, 1997).…”

Section: Methodssupporting

confidence: 89%

“…However, this may reflect a preexisting variance in maturity or may reveal a cohort effect. No differences were found in regard to design thinking, and qualitative data suggest that interior design and architecture students approach design process, production, and assessment similarly (Carmel‐Gilfilen & Portillo, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…This supports previous research on beginning and intermediate interior design students (Carmel‐Gilfilen & Portillo, 2010a; Portillo, 1987; Portillo & Dohr, 1989). Furthermore, the MOD essays from interior design and architecture revealed marked similarities about perceptions of design process, production, and evaluation (Carmel‐Gilfilen & Portillo, 2011).…”

Section: Methodsmentioning

confidence: 99%

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Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

Carmel-Gilfilen

2012

Journal of Interior Design

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The purpose of this study was to explore thought development and learning styles using the Perry scheme of intellectual development and Kolb's experiential learning theory (ELT). One hundred thirty‐nine beginning, intermediate, and advanced interior design and architecture students were empirically assessed using the measure of intellectual development, the measure of designing, and the learning style inventory, respectively. The study objectives were to examine thought development and learning styles of interior design and architecture students, determine whether differences exist between design students and normative data, and explore relationships between thought development and learning styles. Supporting previous research using the Perry scheme, students were found in the positions of dualism and multiplicity with global thought development proving more advanced than design thinking. Furthermore, overall thought development appeared significantly higher in the sample than in normative data on college students. Supporting the ELT, the study uncovered the presence of all learning styles with preference toward diverging and accommodating learning noted. In addition, the concrete experience preferences of design students appeared significantly higher in the sample than in normative data on college students. Results indicated no association between learning style and global or discipline‐specific thought development level; however, qualitative data provide insights into the ways design students approach thinking and learning.

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Section: Methodssupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

Carmel-Gilfilen

2012

Journal of Interior Design

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“…[119][120][121][122]. Carmel-Gilfilen and Portillo [123] used a different assessment measure, i.e., Perry's measure of intellectual development and the measure of designing.…”

Section: Controlled Experimentsmentioning

confidence: 99%

Empirical Studies of Designer Thinking: Past, Present, and Future

Dinar

Shah

Cagan

et al. 2015

Journal of Mechanical Design

100

121

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Understanding how designers think is core to advancing design methods, tools, and outcomes. Engineering researchers have effectively turned to cognitive science approaches to studying the engineering design process. Empirical methods used for studying designer thinking have included verbal protocols, case studies, and controlled experiments. Studies have looked at the role of design methods, strategies, tools, environment, experience, and group dynamics. Early empirical studies were casual and exploratory with loosely defined objectives and informal analysis methods. Current studies have become more formal, factor controlled, aiming at hypothesis testing, using statistical design of experiments (DOE) and analysis methods such as analysis of variations (ANOVA). Popular pursuits include comparison of experts and novices, identifying and overcoming fixation, role of analogies, effectiveness of ideation methods, and other various tools. This paper first reviews a snapshot of the different approaches to study designers and their processes. Once the current basis is established, the paper explores directions for future or expanded research in this rich and critical area of designer thinking. A variety of data may be collected, and related to both the process and the outcome (designs). But there are still no standards for designing, collecting and analyzing data, partly due to the lack of cognitive models and theories of designer thinking. Data analysis is tedious and the rate of discoveries has been slow. Future studies may need to develop computer based data collection and automated analyses, which may facilitate collection of massive amounts of data with the potential of rapid advancement of the rate of discoveries and development of designer thinking cognitive models. The purpose of this paper is to provide a roadmap to the vast literature for the benefit of new researchers, and also a retrospective for the community.

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“…Specifically, Perry's work has influenced the discourse concerned with the maturation of design thinking (Dohr & Portillo, 2011;Portillo & Dohr, 1989;Wankat & Oreovicz, 1993), and informed recent, discipline-specific studies in design (Carmel-Gilfilen & Portillo, 2010a, 2010b, 2012Carmel-Gilfilen, 2012). For example, in their study involving interior design and architecture students, Carmel-Gilfilen and Portillo (2012) found participants exhibiting patterns of thought consistent with Perry's theory and that students at different stages of intellectual development had distinct ways of regarding design process, products, and evaluation. Owing to the potentially wide-ranging impacts of these epistemological positions, a student's underlying intellectual development may influence what she or he perceives to be an educational barrier as well as possible responses to such barriers.…”

Section: Intellectual Developmentmentioning

confidence: 99%

Recognition of Problem Insufficiency: A Proposed Threshold Concept Emergent in Student Accounts of Memorable Interior Design Educational Experiences

Smith

2013

Journal of Interior Design

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Students striving to gain design expertise are likely to face significant barriers, some of which may be specific to a given individual, while others are likely shared among many novices in a discipline. Identifying recurrent patterns of such barriers may inform design pedagogy and indicate larger threshold concepts functioning as portals to disciplinary expertise. In this paper, 38 interior design students in their final required studio, representing three different cohort groups, participated in interviews regarding their design school experiences. From these student accounts, themes pertaining to difficulties which may have functioned as barriers in design expertise development were identified. This paper explores two central themes that are the focus of this inquiry: difficulty in seeking out standards to judge the quality of design work and difficulty in time management. Interview excerpts are used to illustrate how these issues were presented by participating students and the interaction of these factors is examined.

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Where what’s in common mediates disciplinary diversity in design students: A shared pathway of intellectual development

Cited by 8 publications

References 12 publications

Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

Empirical Studies of Designer Thinking: Past, Present, and Future

Recognition of Problem Insufficiency: A Proposed Threshold Concept Emergent in Student Accounts of Memorable Interior Design Educational Experiences

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