Which Proximity in Design Education?

Rita Assoreira Almendra is a Full Professor at the Lisbon School of Architecture (FA-ULisboa) where she is Head of the Design Department, and coordinates both the Design Doctoral Program and the nucleus of Design at CIAUD research centre. She holds a PhD in Design (2010) from FA-Ulisboa, and a Master's in Design Management (2004) and an MBA with marketing specialisation (2002), both from the Catholic University of Lisbon. Rita has worked for more than 20 years as a design researcher and educator, with numerous publications and master's and doctoral supervisions in this field. She is the founder and coordinator of the Research & Education in Design research group [redes.fa.ulisboa.pt], and was responsible for two editions of the International Conference on Research and Education in Design.

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List of contributors

Acknowledgements

PART I – Design Proximity(ies) in Design Education

Chapter 1 – Draw(in) proximity – A Drawing-Based Strategy for Knowledge Transfer

Rui Barreira, Susana Campos and Maria João Félix

Chapter 2 – The New Fado of the students: Proximity between Utopia and Architecture Education

Inês Nascimento

Chapter 3 – Design Educators: Collective Agents of Change

Carla Cadete

Chapter 4 – The Synergies Initiative: Enhancing Interdisciplinarity through Problem-based Learning in Design Education

Rodrigo Hernández-Ramirez, João Batalheiro Ferreira, Rodrigo Morais and Carlos Rosa

Chapter 5 – Portuguese Educational Practices: the influences and consequences in the teaching of design to develop a relevant and contemporary curriculum

André Casteião and Susana Barreto

Chapter 6 – Liquid Proximity: Engaging and Alternative Ways of Interacting with Design Students

Ricardo Lopez-Leon and Gabriela Gomez

Chapter 7 – Proximity of Conjectures to Design Pedagogy

Rupa Agarwal

PART II – Design Approaches in Academic Context

Chapter 8 – Food Design Education: Design for Food or Food for Design? – Different approaches to designing a change for our food systems.

Mariana Eidler and Ricardo Bonacho

Chapter 9 – Design Activism: a Humanitarian approach in an academic context

Carla Cadete

Chapter 10 – Textile Design: a transdisciplinary approach in higher education in Portugal

Sónia Seixas, Gianni Montagna and Maria João Félix

Chapter 11 – Urban design project-based teaching: the UQAM Praxis III lab approach

François Racine

Chapter 12 – Investigating the means utilized by the supporting staff in design studio courses: an interview study

Pelin Efilti, Koray Gelmez, Enver Tatlısu, Tuğçe Ecem Tüfek and Onur Yılmaz

Chapter 13 – Assessments in the design studio: self-reflecting on MDD (AUAS) methods

Irene Maldini, Pamela Nelson, Paul Geurts and Gabriele Ferri

Chapter 14 – Teaching Design in the Google age: redesigning the assignment

Pedro Cortesão Monteiro and João Batalheiro Ferreira

Chapter 15 – Design Thinking and the Proximity Argument – The Case Study of Engineering Students at a Portuguese University

Violeta Clemente and Fátima Pombo

PART III – Teaching-Learning Processes

Chapter 16 – Teaching-Learning design through the contingency of COVID-19

Juan de la Rosa, Fabio Fajardo and Andrés Sicard-Currea

Chapter 17 – Tall Tales: Reflecting on the Role of Dialogue in Design Studio Learning

Suzanne E. Martin

Chapter 18 – Portuguese Design Education on Materials – An Overview

Pedro Ferreira, Rita Assoreira Almendra, Arlete Apolinário and Gabriela Forman

Chapter 19 – Supporting the understanding of complex concepts through play situations

Lotte Agnes Lausen and Eva Maria Oberländer

Chapter 20 – A pilot study for introducing designing materials in design education

Aline Silva and Rita Assoreira Almendra

Chapter 21 – Exploring Student Perceptions of Product-Service Systems

Pierre Yohanes Lubis and Bahareh Shahri

Index