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Creating a Multidisciplinary Collaboration Service-Learning Experience in Design Education

Published online by Cambridge University Press:  26 May 2022

S. Joseph-Mathews ,
M. A. Lee  and
N. Kreidler
S. Joseph-Mathews
Affiliation:
University of the Pacific, United States of America
M. A. Lee*
Affiliation:
University of the Pacific, United States of America
N. Kreidler
Affiliation:
Western Virginia University, United States of America
*
mlee2@pacific.edu

Abstract

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The design process in most organizations is often collaborative and interdisciplinary in nature. Yet most institutions of higher learning do not offer students the opportunity to work in multidisciplinary teams. This study follows an experiential service-learning project over 3 years to explore the role of multidisciplinary project teams on design education outcomes. Findings suggest that the quality of designs improved over time and students consider experiential learning in multidisciplinary teams to be a valuable component in their education, increasing their job readiness upon graduation.

Keywords

design educationdesign teamsservice-oriented designdesign processdesign learning
Type
Article
Information
Proceedings of the Design Society , Volume 2: DESIGN2022 , May 2022 , pp. 2293 - 2302
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2022.

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