Contribution to Book
Directing Convergent and Divergent Activity through Design Feedback.
Analyzing Design Review Conversation
Document Type
Book Chapter
Publication Version
Published Version
Publication Date
12-15-2015
Abstract
Design education across design disciplines prioritizes project-based courses to support student learning about design processes and strategies (Eastman, Newstetter, & McCracken, 1999; Smith, Sheppard, Johnson, & Johnson, 2005). Success in teaching these courses relies on the ability of instructors to mentor and guide students' design paths, allowing students some freedom to determine design decisions on their own, while facilitating a structure where they can learn successful design strategies.
Copyright Owner
Purdue University Press
Copyright Date
2016
Language
en
File Format
application/pdf
Citation Information
Shanna R. Daly and Seda Yilmaz. "Directing Convergent and Divergent Activity through Design Feedback." Analyzing Design Review Conversation Vol. 21 (2015) p. 413 - 429 Available at: http://works.bepress.com/seda-yilmaz/23/
This is a chapter from Analyzing Design Review Conversations, Robin S. Adams & Junaid A. Siddiqui (editors), December 2015, 21; 413-429. Posted with permission.