Disciplinary Development
Another Curriculum Revision?: The Effectiveness of Curriculum Changes Based on College and Career Success View Digital Media
Paper Presentation in a Themed Session Claudia Scaff, Douglas Johansen
A limited access admission strategy in a Graphic Design program permits the selection and admission of those students who are assessed on the basis of the talent and skill exhibited in their portfolio. One of the advantages of a limited access program is the opportunity to select students who have the greatest potential to thrive during their design program and to succeed in the competitive creative discipline of graphic design. To succeed in such a format, curriculum needs to continuously be revised to respond to the industry demands. Yet, there is little evidence to support the idea that evolving curriculum results in greater employability or that those who perform the best in the selection process finish as the best at the end of their educational journey. Similarly, there is scant evidence to suggest that those who perform the best in terms of design are the most sought after by employers. This study uses data collected in the program application process and in the capstone review process to answer such questions. It compares the evaluations of students’ portfolios when applying to a limited access program and evaluations prior to graduation. It analyses how and if the changes in the curriculum have made an impact on their design skills. Furthermore, it investigates the connection between their pre- and post-results with their job placement.
Leveraging Interdisciplinary Integration in Graphic Design Education View Digital Media
Paper Presentation in a Themed Session Amir Attia
Design, as an integral facet of human creativity, permeates various aspects of our daily lives, influencing communication and interactions in both real-world and virtual environments. Beyond mere aesthetics, it involves the intentional creation of systems, products, and experiences aimed at solving problems. This paper advocates for interdisciplinary training in graphic design education, fostering a multidisciplinary approach to better equip designers for dynamic careers in the industry.
The Potentials of the Concept of Autonomy: Transformative Capacity of the Discipline of Architecture
Paper Presentation in a Themed Session Bilge Can, Fatma Erkök
This study explores the roots of disciplinary autonomy in architecture in terms of Kantian philosophy. Autonomy is usually understood in architecture as a formal autonomy and a detachment from a political or social engagement. However, recent studies offer autonomy as a unique kind of knowledge as a builder of self-confidence or self-awareness of the discipline itself. These views argue the concept as knowledge embedded in the architectural design ideas that transform factors of real life through its ideal position or reservoir of knowledge. Although the notion of autonomy has ethical, political, and social origins, it seems that it is usually considered as a tool for formalistic research by modern architecture. Some views offer the philosophy of Deleuze and Guattari as a solution to this aporia of the concept of autonomy. This study aims to understand the concept of autonomy with its original roots, promises, problems, and potentials as a foundation of the knowledge activated through design in architecture. The study recognizes that some potentials of the concept are neglected by the formalistic approach. It seeks to comprehend the concept as a feature that protects the ideal position of the discipline, conveying the transformative capacity through its methods to real life.
