Reflection in design education
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Reflection in design education Louis Lousberg1 · Remon Rooij1 · Sylvia Jansen2 · Elise van Dooren1 · John Heintz1 · Engbert van der Zaag1 Accepted: 19 June 2019 © The Author(s) 2019
Abstract In this article we evaluate the manner in which we at the Faculty of Architecture and the Built Environment at the Delft University of Technology encourage the development of the capacity of reflection among our undergraduate students. First we explore the concept of reflection in relation to respectively experiential/reflective learning, reflection in/on action, reflection in higher education and reflection in design education. Next we describe our research object, our Bachelor course in Academic Design Reflection. Two research questions are at hand: (1) does the level of reflection increase during our course and (2) Can the operationalisation in our questionnaire of the definitions of reflection derived from theory statistically be confirmed? We measured and processed statistically the level of reflection of 100 students in 3 of their papers on their design. Results show there is a significant slight increase of this level among the three papers. Results also show that our model of classification is not statistically confirmed in the data. We conclude with a discussion on the implications for further research and for design education. Keywords Reflection · Learning · Practice · Academic skills
* Louis Lousberg [email protected] Remon Rooij [email protected] Sylvia Jansen [email protected] Elise van Dooren [email protected] John Heintz [email protected] Engbert van der Zaag [email protected] 1
Faculty of Architecture and the Built Environment, TU Delft, Delft, The Netherlands
2
OTB Research for the Built Environment, Faculty of Architecture and the Built Environment, TU Delft, Delft, The Netherlands
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L. Lousberg et al.
Introduction ‘The first challenge for engineering education is to anticipate the capabilities our graduates will need in their future jobs’ (Kamp 2016a, b: p. 12). Professionals with the combined skill of analysis and synthesis are becoming more and more pivotal in a complex and uncertain world, which asks for answers and solutions for today’s and tomorrow’s questions of sustainable and equitable (urban) development. To prepare engineers for their future jobs we need to emphasize not only the academic skills of analysis and research, but also, and more and more, the academic skills of synthesis (Kamp 2016a, b). In designing, reflection can be added to that as a third skill (cf. van Doorn 2004: p. 32; Boekholt 1984) Our proposition is that rigorous and thorough attention for reflection in design education plays a key role in developing these skills. Contrary to reflection-in-learning in health professions (e.g. Mann et al. 2009) or higher education in general (e.g. Mittendorff 2014), little is known of reflection in design education, especially on the effectiveness of learning to reflect. Even though the importance of the development of
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