Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A dialogue with Italo Calvino: moulds for a new future - A r...A Global Intercultural Project Experience (GIPE)A TV Cabinet, of CuriositiesAdapting Practice-Based Learning in Transdisciplinary Teams ...Adaptive Design By MakingAfter-Care: A Cross-Cultural Classroom to Practice Empatheti...Analysis of the Impact of Acoustics on Students with Autism ...Are we Producing Teachers for the 4IR Digitized Classroom? -...Being CuriousBelow the Surface, Beyond IntentionBeta Mode: An Interdisciplinary Pedagogical Model for the 21...Can You Share Your Screen? Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
Schedule

Transformative Teaching

Focus on Pedagogy 2022
After-Care: A Cross-Cultural Classroom to Practice Empathetic Design
A. Sosa Fontaine & T. Patel
7:00 pm - 8:30 pm

Abstract

Design education is at a significant crossroads. The contemporary global concerns like the ongoing pandemic, the climate catastrophe, and demands for action in response to the historical and current marginalization of BIPOC populations, educators are facing complex decisions about how to respond through design curriculum. While there has been a shift at the institutional level to include initiatives for diversity, equity, and inclusion, there has been a mixed response at the program level. Some educators have diversified course content, introduced complex subjects, and expanded studio pedagogy. An apparent solution in design education is the integration of community engagement projects in the design studios, either on a passive or active level. What other teaching methods and approaches are there to educate our students on these complex issues and make them empathetic thinkers? This presentation will focus on one such unique approach—a joint elective course between two undergraduate interior design schools in the US and Lebanon. This elective titled After-Care, considered ideas of how designers build empathy and care for people and the built environment impacted by socio-political and ecological climates, turmoil, and conflicts. Our students learned to communicate across cultural and spatial divides through facilitated exercises that prompted them to listen to each other’s stories and understand their diverse lived experiences. Students elected to take this course based on their own keen interest in complex societal issues in the built environment. However, through exposure to diverse perspectives, difficult conversations, and new connections to peers on the other side of the world, they learnt to practice design with empathy and care.

Biography

Andrea Sosa Fontaine is an Assistant Professor of Interior Design at Kent State University. She has practiced Interior Design in both Canada and the US, where she designed schools, community centers, workplaces, and healthcare facilities. She understands that the root of good design is through community engagement. Andrea teaches her students diverse and non-linear methods of design to foster the tailoring of design practices to unique community needs. Her research has focused on modifications to the practices of design to foster equity and respect for future memory in the built environment.

Tina Patel is an Assistant Professor to the Interior Design Program at Kent State University. Her work examines the intersection of people, processes and the built environment. She has presented at conferences and published her research on learning environments for neurodiversity and underrepresented groups, impact of evolving workplaces on behavior and design pedagogy. Tina has established partnerships with community leaders, nonprofits and design practices dedicated to empowering communities to expand on teaching methodologies centered on community engagement. Her pedagogy aims to sharpen students’ understanding of others with different realities by utilizing on-going social and economic issues affecting our communities.