look upon this jurisdiction with renewed jollity. This jargon that threatens to jjourney, no mere jolly junket, is justified by our juxtaposition of ambition and can call me J.

Well now that I’ve got that out of my system, I’m Jared! My journey herethink about it, the more I realized I was destined to become a designer f

I was actually born in Bloomington, but haven’t actually lived here for mhere, near the Indiana/Ohio border. After high school, in a rather bizarreundergrad after falling in love with the campus and the friendly people freshman, bright-eyed and bushy-tailed with course guide in hand and a

And that’s when the trouble started.

Fast forward to two semesters later and I’m in the midst of an existentiaPhilosophy, Comparative Literature, Political Science, and Psychology. Itrealized I had to put aside my tendencies to dabble in just about any padriven primarily by the solid instruction in that department, and my fascdecisions. I even picked up a minor in Global Culture along the way, andWisconsin Experience.

But when the diploma met my hand on graduation day (well, metaphorivictory. I was no doubt proud of my accomplishment, but a part of me fearrived. And so I did what every graduate from my class of 2009 did; fill

Funny thing about job applications, particularly those for the federal gonot unusual to not hear back for 4-6 months, a fact I only found out latepolitical connections, so several interviews later, I found myself at an unit wasn’t even this job, or the one I took at a polling and research firm layears later, in my last 6 months with the U.S. Attorney’s Office, that it all

My day-to-day duties at the USAO mainly involved supporting a team ofdrafting, filing, I did a little bit of everything. But it wasn’t until I got sorecords for everything from phone records to bank and hotel statements

VISUAL + TEXTUAL REFLECTION

Colin M. Gray Iowa State University

16 JUNE 2014

locating the emerging design identity of students through

grounding this work❖ Sketching as an expression of design reasoning

(Buxton, 2007; Do & Gross, 1996; Verstijnen, et al., 1998) ❖ A general focus on mechanics of sketching, but not on how

sketching can relate to identity development and externalizations of one's unique design philosophy (Nelson & Stolterman, 2012)

❖ Reflection as a tool to externalize how a student is thinking about design (Gray & Siegel, 2013; Siegel & Stolterman, 2008)

Sketching Design Thinking (Gray & Siegel, 2013)

CONTEXT

(Gray, 2014)

DATA

DATA

Introductory course in interaction design

1 graduate design course

43 students

109 sketches 513 posts

Viewing education in a holistic, action-driven way (Perkins, 2010)

participants

NameCountry of Origin

Educational Background

Sketches (by project) Posts Comments

Thomas United States Philosophy 3 9 17

Jack United States Journalism 1,2 11 56

Naveen India Engineering 1,2,3 6 12

Isabella Mexico Computer Science 1,2,3 17 29

Parker United States Computer Science 1,2,3 10 7

Mei-Xing China Telecommunications 1,3 16 46

Adrian United States Education 2,3 15 28

Zachary United States Political Science 1,3 17 27

participants

NameCountry of Origin

Educational Background

Sketches (by project) Posts Comments

Thomas United States Philosophy 3 9 17

Jack United States Journalism 1,2 11 56

Naveen India Engineering 1,2,3 6 12

Isabella Mexico Computer Science 1,2,3 17 29

Parker United States Computer Science 1,2,3 10 7

Mei-Xing China Telecommunications 1,3 16 46

Adrian United States Education 2,3 15 28

Zachary United States Political Science 1,3 17 27

PARKER  computer science

case #1

“the design process seemed like a flowchart”

“I wholly expect everyone to fail miserably out of the gate and I welcome it”

“I had a little breakdown in how I was prioritizing my life [...] so I was a little distant”

NAVEEN  engineering

case #2

!

“[the professor] wants us to feel exhausted and suffocated by the way ‘we think’ design work is done”

“[you] shouldn’t be attached to your design ideas”

“[the professor] wants us to feel exhausted and suffocated by the way ‘we think’

design work is done”

ISABELLA  computer science

case #3

“I didn’t thinking how I felt mattered.”

“what will design mess up?”

“Oh, there will be blood on room 150 by the end”

DISCUSSION

Disjuncture between visual and textual reflections1

“in design, people on both sides

leave their mark” ZACHARY

Visual representation in early design education2

Revealing conceptions of designerly identity3

3“felt forced—

having to reflect” THOMAS

implications❖ Affordances of multiple types of reflection should be

considered when constructing design education experiences

❖ Consideration must be made for incoming skill level, both in writing and visual/spatial reasoning

❖ Value as a diagnostic tool for professors to see externalized conceptions of design (but they can be wrong!)

❖ Beyond mechanical sketching or writing ability to what those abilities tell us about the developing designer

thank youmartin a. siegel, erik stolterman,

omar sosa-tzec, jordan beck nsf grant #1115532