Abstract
Designers today work in international teams and global contexts. To meet these new contexts, it is critical that design education support diversity and multiculturalism. Advancing the cultural consciousness in design education requires a new awareness of the dimensions of culture that impact learning. But what methods of assessment, types of data collection, or knowledge are effective to inform changes to learning environments? R.W. Emerson argued that knowledge has two primary facets: tuition and intuition. The root of tuition is the Latin verb tueor meaning “to look at,” or “to watch over or protect.” It implies examining evidence gathered from external sources. In contrast, intuition, refers to a deep inner understanding, or insight. This paper addresses the tenuous relationship between tuition and intuition to inform transformative design education pedagogy. It probes the role of data and information in design education, to better inform innovative educational pedagogy for studio-based learning environments. The research shares current research on cultural dimensions in studio-based education and a Cultural Inventory Tool for Studio (CITS). CITS is a pedagogical survey tool designed for faculty that explores the presence and impact of ten cultural parameters and the spectrums of variability to comprehend the dimensions of culture most likely to impact instructional situations. It aids faculty in the examination, evaluation, and discussion of the values and practices present in learning environments. The paper shares the CITS methodology, current findings, and strategies for probing tuition and intuition to advance the level of cultural consciousness in design education.
Presenters
Marianne HolbertTeaching Professor, Environmental Design, University of Colorado, Colorado, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education Research, Cultural Inventory, Cultural Dimensions, Diversity, Inclusion, Studio
