Transition Design: Teaching and Learning
Abstract
Central to the development of Transition Design is its foundation in higher education. The theoretical basis that informs the practice of Transition Design develops from an emergent process comprised of hypotheses, theory, and testing in educational settings. These approaches –which focus on tackling specific, complex, placed-based challenges– must be tailored to address the nature of specific contexts and the varied learning of student cohorts and their respective needs. This paper argues the importance and thoughtful integration of Transition Design into design education and introduces curricula for undergraduate and doctoral design students. It outlines methods and tools that are utilized in our teaching, describes successes, identifies challenges, presents ideas for improvement, and proposes opportunities for development.
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