The titles (in color) in the middle column are hot links and will:
Because of Purdue University Libraries' subscriptions you may read, print and download for future use all of these articles for your personal research. Do not give them to others.
When accessing from on and off campus you will be asked for your user ID and password; this is your Purdue University user ID, the one you use to access Purdue e-mail.
No textbook required.
Personal accounts – pulling from experiences to highlight key ideas and shifts [Could pick one]
Pick one: Efforts to understand “design thinking” by pulling from breadth of literature
Seeing design as a discipline with its own ways
Title: Design cognition, situated knowing, professional ways of being
Resources (theories of cognition and becoming)
Read one – nature of design as a “situation”:
Read one – situational variations shape problem solving approach:
Title: Design as X World Café
Different perspectives on “process”: Read two
Skim (bring a representation that surprised you or resonated with you):
Pick one (overview)
Pick one (empirical study)
Pick one of the “perspectives” in Sharp & Macklin, Section II, Chapters 4-14:
Pick one - worked examples (translations):
Read one set (Dorst or Kolko) – each includes a framework and an translation to practice:
Read one (one study focuses at the individual level, the other at the team level)
Resource (synthesis of decision-making tools in engineering design)
Locke, K., Golden-Biddle, K., and Feldman, M.S. (2008). “Making Doubt Generative: Rethinking the Role of Doubt in the Research Process.” Organization Science, 19(6), pp. 907-918.
Read one – perspectives on the experience of design as a social process in professional settings:
Read one – perspectives on co-design as a process, social aspects of analogical reasoning:
Read (visual cognition -> sketching):
Read one (objects as “cognitive artifacts” -> interaction, discourse, boundary objects):
Read one (unpacking the structure and nature of reflective practice):
Read one (supporting reflective practice):
Read (what students should know or be able to do):
Pick one (understanding learners):
Pick one (teaching approaches and teacher reflections):
Pick one to see other approaches to the same dataset (DTRS10) and gain insights into understanding students, teaching approaches, and kinds of design knowledge: