The calls are now closed. All full (3,000 words max. not inc. notes), final, formatted papers are due by January 15th, 2016. Please use the Template, which can be downloaded here: Template for Submissions.
Scholarship of Discovery and Application
Design schools all over the world are increasingly emphasizing working at 1:1 scale. Physical material studies, spatial constructs, installation work, furniture, prototyping, and design-build are all common components of design curricula. Much of this renewed sense of engagement has been driven by digital technologies that blur the line between representation and fabrication; the differences between a drawing, a model, a prototype, and a product are increasingly difficult to discern. Submissions to Tools : Tactics should describe innovative approaches to making in beginning design.
Scholarship of Engagement
Through 1:1 community and industry partnerships, beginning design students learn social responsibility and practical know-how while engaging in real-world problems. Submissions to Academy : Community should highlight beginning design projects that connect students with the world outside of design studio—local and global communities, industry, and other disciplines.
Scholarship of Teaching
As many schools face pushback about studio-based teaching in the name of "efficiency", similar strategies are viewed as revelatory in the science disciplines where the studio format is enabling greater interactivity amongst students and faculty and active engagement with the course material. Does the 1:1 studio teaching mode work for beginning design education? How is the mode celebrated or scrutinized? What are alternative teaching practices? Submissions to Student : Teacher should discuss approaches to design pedagogy that give insight into the relation between teacher(s) and student(s).
Scholarship of Integration
While the act of design is inherently forward-looking, history often plays a central role in the design process, whether through the use of precedent, application of theory, or the mining of personal or collective histories. How is the beginning design studio used to engage history--or conversely, how can design history classes use studio-based techniques to teach students? Submissions to Past : Present should describe the tactics through which the course framework or deliverables have had a 1:1 engagement with history.
Scholarship of Application
Energy modeling, computational fluid dynamics, and building information modeling are samples of tools that are collapsing the difference between representation and simulation of built systems. Crowd-based digital applications such as GasBuddy, Instagram, and Twitter also provide real-time data feeds about human behavior that is easily harvested. What role should these tools play in beginning design education? Does the ability to design with 1:1 inputs and outputs about performative and social aspects of the field enhance a young designer’s ability to engage the discipline in a novel way? Submissions to Representation: Simulation should address pedagogical approaches related to dynamic information gathering, processing, and communication.
Not all beginning design topics are covered in the categories listed above. Please submit a paper or abstract to the Open category when the topic is clearly outside the bounds of those above.