Brubaker shows how he and other leading architects and educators have designed award-winning schools of the future, responding creatively to the changes in educational philosophy, the makeup of student bodies, and the technology of the classroom.

Teaching Design and Technology in Secondary Schools begins by providing information on the nature, purpose and development of design and technology in schools. An aptitude for design and technology combines practical skills and theoretical knowledge, and the book addresses what this means in practice. Design and technology takes in work with such diversity as resistant materials, textiles, food and systems and control, so attention is given to connections between these areas and what makes them 'design and technology'. Together, these articles comprise a stimulating and comprehensive overview of the issues and ideas surrounding this new, popular and exciting element of the secondary school curriculum. This book is the companion to Aspects of Teaching Secondary Design and Technology.

Design and Technology in Primary School Classrooms presents a comprehensive account of the development and nature of design and technology in the primary classroom from the modest beginnings in the 1980s to detailed implementation within the National Curriculum. It shows how the design/problem solving process and the knowledge, skills and understanding associated with design and technology can be developed by teachers who were previously unfamiliar with such activities. Case studies demonstrate the teaching strategies employed and illustrate in detail how children respond to design and technology in complex ways. The book combines original classroom research data wuth extensive illustrations, resource information and summaries of what design and technology in the National Curriculum involves.

This book addresses the contributions of design thinking to higher education and explores the benefits and challenges of design thinking discourses and practices in interdisciplinary contexts. With a particular focus on Australia, the USA and UK, the book examines the value and drawbacks of employing design thinking in different disciplines and contexts, and also considers its future.

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ‘trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

Design and Technology has long held a controversial place on the school curriculum, with some arguing that it shouldn’t be there at all. This book presents and questions considered arguments and judgements, and explores the major issues that all D&T teachers encounter in their daily professional lives. In exploring some of the key debates, it encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. Written by expert design and technology education professionals, chapters tackle established and contemporary issues, enabling you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates covered include: What is the purpose of design and technology? Is it a vocational or academic subject? What is the place of design and technology within the STEM agenda? What knowledge and skills do teachers really need? What does the design and technology gender divide mean for schools and pupils? Is it a ‘creative’ subject? What is the future for design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or Masters level study.

This practical and accessible workbook is designed to support student-teachers, NQTs and beginning teachers as they develop their teaching skills, and increase their broader knowledge and understanding for teaching design and technology.

Design education and practice are inherently social from process to implementation. This book explores the transformation in design education, as educators prepare their students to address complex social design problems for all people in society. This seven-chapter volume provides the reader with a range of viewpoints on the role of design education in shaping the world. The book begins with the overarching potential of design to address the needs of an increasingly complex society and the importance of worldview that underpins education methodology. Each chapter addresses a context that varies by discipline – architecture, graphic, packaging and interior design – and location – Nigeria, Canada, Lebanon, UK and USA. The authors pull back the curtain on their educational methods and provide the reader with a candid view of their teaching outcomes. The needs of the marginalized – victims of Asian hate, students with dyslexia, tomato farmers and even design students themselves – are brought into focus here. These specific places and peoples provide a design context that can be translated to other situations in design education and practice. Design educators and practitioners of many design disciplines will benefit from the philosophical discussions and the practical education examples offered here. This volume can contribute to transforming design education that will one day transform design practice to place a greater emphasis on the needs of the forgotten in society.

This practical, engaging book offers design educators a comprehensive, hands-on introduction to design education and pedagogy in higher education. Featuring instructional strategies and case studies from diverse design disciplines, including fashion design, architecture, and industrial design, from both the US and abroad, award-winning author Steven Faerm contextualizes design pedagogy with student development—a critical component to fostering successful teaching, optimal learning, and student success in this ever-evolving industry. Features include the following: · Advanced pedagogical methods and strategies to improve design students’ learning, holistic development, and design school experience. · Insights into the changing nature of the design industries and future challenges faced by design educators within higher education, and how design programs can be strengthened to better respond to these challenges. · A range of practical, flexible teaching methods and pedagogical techniques that design educators can easily adapt to their own settings. · Diverse international case studies and interviews with thought leaders in design, design education, and higher education. Written by a leading educator in fashion design, Faerm offers educators, school leaders, and administrators the context and skills to understand the evolving nature of the design industry and design education, and to improve design students’ learning and design school experience.

- Introduction: Lord St John of Fawsley - Education in Schools - Undergraduate Education - Postgraduate Education - Overview: Opportunities and problems - Conclusion