The identities of design disciplines
How do we perceive ourselves as learners, teachers and practitioners?
Where does ‘design’ as a discipline start and finish: do we know? Is defined by the notion of physical making? Or rather by the concepts and ideas that apparently fire the design process? Is the design discipline shaped by the external needs and demands of industry, or by its own nimble ability to work with and across the boundaries of other disciplines? Questions of identity are important in design, particularly for those teaching, learning and researching through design. Whether intentionally, or as an unanticipated result of their research, several CETLD projects produced questions, insights or findings about this theme.
This project utilised advanced computational techniques to visualise glazing and its impact on its environment
This small scale research project was designed to respond to the issues raised in the baseline research
The Co-working project assesses the scale and impact made by design practitioners to Higher Education
Contributing to students' creativity and learning by using recycled glass
A study exploring the projects funded by the CETLD from an ‘outsider’ perspective
This arts/medicine collaborative project explores opportunities for design interventions in the clinical environment
This research focuses on how students learn physical technical skills and how these are taught through demonstration
Student led project to provide mobile performance space for the 2009 degree show
Adding a new dimension to the learning experience by exploring the design process from initial concept through to production and marketing
A teaching aid to support the examination of the principles of accessibility and inclusive design in architectural and other design based education
Advancing the understanding of Edward Johnston and his legacy
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