REFLECTION AND REFLEXIVITY ABOUT AN INTRODUCTORY DESIGN COURSE
DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Christian Tollestrup, Kaare Eriksen, Nis Ovesen
Author: Hřiseth, Marikken; Verhulst, Elli
Institution: Department of Product Design, Faculty of Engineering Science and Technology, NTNU, Norwegian University of Science and Technology
We are two female academics, both educated as industrial designers with subsequent completion of a
PhD degree. Although we both have quite a few years of experience with supervising students, we are
relatively new in the role as educators with course responsibility. With a genuine desire to evaluate our
work on planning and running an introductory design course, we initiated this paper as a means to
learn about our own and the students’ experiences with this first bachelor course in design. We use an
educational approach called through-the-mirror writing to fosters both reflection and reflexivity.
Based primarily on educator-educator dialogues, complemented by two educator-student dialogues,
we present and analyse a number of excerpts capturing important learning moments and conclude by
suggesting implications for the running of future introductory design courses. Our main motivation is
to learn more about how the course was perceived – what worked well and what can be improved?