Building best practices for fashion design pedagogy: meaning, preparation, and impact
Abstract
Historically, universities have adopted a “sink or swim” approach with their
hiring of art and design faculty. After years of professional experience, these new faculty
enter classrooms without pedagogical training and are expected to succeed as educators.
However, designing product and educating students require significantly different skillsets.
Additionally, faculty challenges are radically increased due to the seismic changes
occurring in design education, the evolving student generation, and the increasingly
volatile professional world for which students must be trained. Through trial and error,
new faculty often rely on outdated teaching methods used during their own undergraduate
experiences. This lack of faculty preparation negatively impacts programs, the graduates’
preparation, and ultimately our design industries. This article will discuss the critical need
for tomorrow’s art and design faculty to acquire –and master– solid pedagogical skills if
they are to successfully educate and train future designers. This study aims to provide
fashion design educators and program directors with awareness for the importance of
providing pedagogy support for new faculty in order to strengthen the students’ learning.
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