VIRTUAL: Learning. Life. Work.

Abstract

The process-based learning approach that is commonly practiced in design studio courses can pose challenges when applied to research and writing in design courses as many undergraduate students view writing and design as two distinct fields. This perception makes it difficult for students to learn writing skills and integrate them into their overall design practice. Therefore, this paper addresses the research question of why some undergraduate design students perceive writing and design as two distinct fields and how it affects their academic performance. The paper also suggests that integrating design into writing assignments, for example requiring students to design their research report, helps undergraduate design students overcome the perceived divide between the two fields. This approach was found to be effective as the design students developed a stronger sense of ownership over their writing assignments and a more positive association with writing. It also enabled the design students to recognize how writing facilitates their design process and practice. Additionally, the students were able to understand the disciplinary differences that exist between writing in design and writing in other disciplines. However, continued research in this area is needed to develop more effective teaching practices that can further support design students in their academic and professional growth.