Dear Colleagues,
In a reply to Michael Biggs yesterday, I mentioned two articles in
which I examined systemic problems in the research education of
students headed toward careers in design research, as well as the
education of design students who will need an understanding of
research for advanced professional practice in today's knowledge
economy.
I've had a couple requests for references and copies, so I thought
I'd make an offer to anyone who wishes to read the articles.
The first article was a paper delivered at the Ohio conference on
doctoral education in design. This paper was not published: I was
responsible for a project in the weeks immediately after Ohio, and
Dick Buchanan's crew at Carnegie Mellon did something nearly
unheard of: they published the proceedings on the announced
deadline! (This is almost a sin in Scandinavia, where the "academic
quarter" enshrines the concept of slightly late delivery in scholarly
affairs.) It's a wonderful book, and I was horrified to miss a chance
to publish what I thought was a good paper in what I know was
exceedingly good company.
The paper discussed four important challenges for schools that
hope to develop doctoral education in design: undergraduate
education as the formative platform for doctoral work, faculty
preparedness (including advising and supervising skills),budgeting,
and a robust understanding of research.
The extended abstract of this paper covers the main topics. I will
be happy to send it to anyone who wishes a copy.
The second article was published in Peter McGrory's book,
The Challenge of Complexity. It examines the problems and
consequences of professional design education that fails to
help students develop fundamental skills in analysis, rhetoric,
and logic. This failure has systemic consequences in professional
development and in research readiness.
This article is available as an attachment in Microsoft Word, and
I'll be happy to send it on request.
If you'd like these, just reply to this email with your name and
email and I'll send them by return post.
Best regards,
Ken Friedman
>Most of these problems arise from systemic flaws. I described some
>systemic flaw in my presentation at Ohio State on the issue of the
>kinds of undergraduate education we require for students who will go
>on to a PhD. I also discussed these issues in a paper at UIAH on
>design science and design education.
>
>Systemic problems require systemic solutions. Community learning
>requires discussion of common problems. This requires concepts and
>examples rather than names.
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