scholarly journals Architecture as a Science: Boundary Work and the Demarcation of Design Knowledge from Research

2015 ◽  
Vol 28 (3) ◽  
pp. 81-100 ◽  
Author(s):  
Monika Kurath
Keyword(s):  
Design Research ◽  
Teaching Practice ◽  
Boundary Work ◽  
Design Knowledge ◽  
Research And Teaching ◽  
Traditional Research ◽  
Tight Connection ◽  
Architectural Research ◽  
Architectural Knowledge ◽  
The Impact

Recent STS literature has described a trend of academisation in higher education and universities in which administrative bodies and formalised practices like evaluations have gained increased influence. This article discusses the impact of such trends on the discipline of architecture, focusing on the strains and boundaries that architectural faculties face in their research and teaching practice. Specifically, the development of design knowledge from individual and multiple theoretical and methodological approaches, the tight connection with tacit knowledge forms, as well as the use of non-formalised tenure and peer-review indicate on-going processes of boundary work (Gieryn, 1983), where external disciplines evaluate architectural knowledge production and demarcate it from their own research approaches. Due to the increased meaning of evaluations, such boundary work plays an increasing role in framing the form and content of design research. In this respect, architectural research becomes a matter of negotiation that not only involves architecture, but also traditional research disciplines as well as the added restrictions of interdisciplinary and administrative bodies.

University Enterprise: The Growth and Impact of University-Related Companies in London

2011 ◽  
Vol 25 (6) ◽  
pp. 483-492 ◽  
Author(s):  
Dave Chapman ◽  
Helen Lawton Smith ◽  
Peter Wood ◽  
Timothy Barnes ◽  
Saverio Romeo
Keyword(s):  
Social Impact ◽  
Knowledge Exchange ◽  
Public Funding ◽  
Research And Teaching ◽  
Traditional Research ◽  
Potential Impact ◽  
The Uk ◽  
National Economies ◽  
Uk Higher Education ◽  
The Impact

Over the last decade policies framing the enterprise agenda for UK higher education institutions (HEIs) have consistently emphasized the potential impact of successful universities on both regional and national economies. Such policies have been backed by significant public funding to ensure that the UK HEI sector is able to compete globally in the creation and exploitation of cutting-edge science. Collectively, these initiatives have led to the development of a ‘third mission’ for universities – increasing the pace and impact of knowledge-exchange activities – while simultaneously maintaining and improving their more traditional research and teaching activities. Previous studies have demonstrated the contribution of universities to the growth of high-technology clusters as well as to knowledge exchange activities more generally. However, the extent to which these activities, particularly the formation of new university-related companies, deliver benefits to particular regions and cities is imperfectly understood. As a consequence, the economic and social impact of companies originating in universities in the UK is generally under-reported by official surveys, which frequently fail to capture details of the trajectories of such companies after formation. These considerations form the context for this paper, which presents the results from a detailed study of the impact of science and technology based academic spin-offs from a cross-section of London's HEIs.

scholarly journals Designing a Community Garden

IDEA JOURNAL ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 42-53
Author(s):  
Davide Fassi ◽  
Alessandro Sachero ◽  
Giulia Simeone
Keyword(s):  
Design Research ◽  
Design Knowledge ◽  
Community Garden ◽  
Community Consultation ◽  
Research Project ◽  
Entire Process ◽  
Spatial Design ◽  
Educational Experiment ◽  
Design Students ◽  
The Impact

Politecnico di Milano Coltivando is a convivial garden where people meet, experiment, cultivate crops and share their skills and ideas. Coltivando uses innovative service and spatial design knowledge and community consultation processes. Coltivando is a design research project that is documented throughout its entire process. It is also a social as well as an educational experiment. People from the same neighbourhood yet strangers to one another and design students from the different disciplines of service and spatial design are brought together.This paper is a project review that analyses and explains the context, the main outputs and innovation, the process, the obstacles, the impact, the users’ needs, the transferability of the solution and its dissemination.

Digital redux: the confluence of technologies and politics in architecture

2015 ◽  
Vol 19 (3) ◽  
pp. 259-268
Author(s):  
Bruno Gil
Keyword(s):  
Digital Technology ◽  
Design Research ◽  
Digital Design ◽  
Main Question ◽  
Form Generation ◽  
Research Programmes ◽  
Institutional Contexts ◽  
The One ◽  
Architectural Research ◽  
The Impact

Much has been written on the impact of digital technology and its translation into architectural practice and education. This paper reconsiders this process of integration to question current trends in research and pedagogy. Recent efforts to expand architectural research in schools tend to focus on broadening its spectrum while reinforcing design as research. We argue that the relevance of digital technology to these discussions, and its role in expanding fields of research, depends on different cultures of investigation and their differing institutional contexts. Our interest is in cultures that, as lines of thought, broaden the field of architectural research and make it heterodox, thickening a line of research with multiple interpretations. Tracing early experiences in the ‘paperless’ studios of Columbia's Graduate School of Architecture Planning and Preservation, this paper questions how architectural pedagogies are developing in response to the current normalisation of digital design, with a focus on the Architecture Association's Design Research Lab (DRL) and the Strelka Institute in Moscow.Ultimately, the main question is addressed: in what ways can the digital be political? By referring to the DRL and Strelka research programmes, two distinct approaches have been critically explored. On the one hand, DRL has been pushing to the limit the idea of research by design, considering autonomous form as the materialisation of change in the design process, while Strelka has been practicing research as the information for design. If digital technology contributes to form generation at DRL, at Strelka it potentiates opinion generation, and the research product is information, rather than form itself. The triangulation of both approaches could eventually suggest a more thorough political expression by means of a digital redux.

What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?

2012 ◽  
Vol 15 (2) ◽  
pp. 63-69
Author(s):  
Joseph P. Agan
Keyword(s):  
Rehabilitation Counseling ◽  
Doctoral Degree ◽  
Interdisciplinary Studies ◽  
Master's Level ◽  
Speech Language Pathology ◽  
Research And Teaching ◽  
Personal Experiences ◽  
Language Pathology ◽  
Interdisciplinary Study ◽  
The Impact

In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.

INDONESIA LANGUAGE INTERFERENCE FORM IN BASIC PPL LEARNING THAILAND UNHASY COLLEGE SYUDENTS

2020 ◽  
Vol 8 (2) ◽  
pp. 38
Author(s):  
Siti Mariana Ulfa
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Thai Students ◽  
The Impact ◽  
Collection Methods ◽  
Recording Techniques

AbstractHumans on earth need social interaction with others. Humans can use more than one language in communication. Thus, the impact that arises when the use of one or more languages is the contact between languages. One obvious form of contact between languages is interference. Interference can occur at all levels of life. As in this study, namely Indonesian Language Interference in Learning PPL Basic Thailand Unhasy Students. This study contains the form of interference that occurs in Thai students who are conducting teaching practices in the classroom. This type of research is descriptive qualitative research that seeks to describe any interference that occurs in the speech of Thai students when teaching practice. Data collection methods in this study are (1) observation techniques, (2) audio-visual recording techniques using CCTV and (3) recording techniques, by recording all data that has been obtained. Whereas the data wetness uses, (1) data triangulation, (2) improvement in perseverance and (3) peer review through discussion. Data analysis techniques in this study are (1) data collection, (2) data reduction, (3) data presentation and (4) conclusions. It can be seen that the interference that occurs includes (1) interference in phonological systems, (2) interference in morphological systems and (3) interference in syntactic systems. 

A study of practice based design research models from knowledge integration perspective

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Honghai LI ◽  
Jun CAI
Keyword(s):  
Knowledge Production ◽  
Theoretical Basis ◽  
Knowledge Integration ◽  
Design Research ◽  
Research Process ◽  
Two Dimensions ◽  
Design Knowledge ◽  
Research Projects ◽  
Proposed Model ◽  
Design Innovation

The transformation of China's design innovation industry has highlighted the importance of design research. The design research process in practice can be regarded as the process of knowledge production. The design 3.0 mode based on knowledge production MODE2 has been shown in the Chinese design innovation industry. On this cognition, this paper establishes a map with two dimensions of how knowledge integration occurs in practice based design research, which are the design knowledge transfer and contextual transformation of design knowledge. We use this map to carry out the analysis of design research cases. Through the analysis, we define four typical practice based design research models from the viewpoint of knowledge integration. This method and the proposed model can provide a theoretical basis and a path for better management design research projects.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Designing a creative programming unit within the elementary school core curriculum

2020 ◽  
Author(s):  
Yumiko Murai ◽  
Ryohei Ikejiri ◽  
Yuhei Yamauchi ◽  
Ai Tanaka ◽  
Seiko Nakano
Keyword(s):  
Core Curriculum ◽  
Design Research ◽  
Empirical Studies ◽  
School Curriculum ◽  
Educational Design ◽  
Current Trends ◽  
Educational Design Research ◽  
Creative Learning ◽  
Uncertain Future ◽  
The Impact

Cultivating children’s creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaging in problem solving. While current trends in education, such as maker movements and computer science education, are dramatically expanding children’s opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into the school curriculum. The educational design research described in this paper focuses on a curriculum unit that enables students to engage with creative learning through computer programming activities while meeting curriculum goals. The data provided in this paper were drawn from three classroom tryouts, the results of which were used to drive an iterative design process. This paper also shares several insights on the impact of creative learning in curriculum teaching.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

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