2025
Jones, Derek; Boling, Elizabeth; Brown, James Benedict; Corazzo, James; Gray, Colin M; Lotz, Nicole
Studio Properties: A field guide to design education Book
Bloomsbury Visual Arts, London, England, 2025, ISBN: 9781350407503.
Abstract | Links | BibTeX | Tags: Creativity, Critical Pedagogy, Critique, Design Education, Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Expertise, HCI Education, Identity, Reflection, Studio Pedagogy, Transdisciplinary Education
@book{Boling2025-tg,
title = {Studio Properties: A field guide to design education},
author = {Derek Jones and Elizabeth Boling and James Benedict Brown and James Corazzo and Colin M Gray and Nicole Lotz},
url = {https://www.bloomsbury.com/uk/studio-properties-9781350407503/},
isbn = {9781350407503},
year = {2025},
date = {2025-08-01},
urldate = {2025-08-01},
publisher = {Bloomsbury Visual Arts},
address = {London, England},
abstract = {There is something special about a studio as a place of practice and learning.
Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.
Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.
In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.},
keywords = {Creativity, Critical Pedagogy, Critique, Design Education, Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Expertise, HCI Education, Identity, Reflection, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {book}
}
There is something special about a studio as a place of practice and learning.
Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.
Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.
In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.
Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.
Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.
In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.
2020
Boling, Elizabeth; Gray, Colin M; Smith, Kennon M
Educating for design character in higher education: Challenges in studio pedagogy Proceedings Article
In: Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Identity, Studio Pedagogy
@inproceedings{Boling2020-ci,
title = {Educating for design character in higher education: Challenges in studio pedagogy},
author = {Elizabeth Boling and Colin M Gray and Kennon M Smith},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_BolingGraySmith_DRS_DesignCharacter.pdf
http://dx.doi.org/10.21606/drs.2020.120},
doi = {10.21606/drs.2020.120},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
address = {Brisbane, Australia},
abstract = {Some particular challenges in studio pedagogy arise from
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.},
keywords = {Critical Pedagogy, Design Education, Identity, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Some particular challenges in studio pedagogy arise from
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.
2014
Gray, Colin M
Evolution of design competence in UX practice Proceedings Article
In: Proceedings of the 32nd annual ACM conference on Human Factors in Computing Systems - CHI '14, pp. 1645-1654, Toronto, Ontario, Canada, 2014, ISBN: 9781450324731.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Expertise, HCI Education, Identity, Practice-Led Research, UX Knowledge, UX Practice
@inproceedings{Gray2014-dl,
title = {Evolution of design competence in UX practice},
author = {Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2014_Gray_CHI_EvolutionofDesignCompetence.pdf
http://dl.acm.org/citation.cfm?doid=2556288.2557264},
doi = {10.1145/2556288.2557264},
isbn = {9781450324731},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 32nd annual ACM conference on Human Factors in Computing Systems - CHI '14},
pages = {1645-1654},
address = {Toronto, Ontario, Canada},
series = {CHI '14},
abstract = {There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.},
keywords = {Design Education, Design Knowledge, Expertise, HCI Education, Identity, Practice-Led Research, UX Knowledge, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.