Tiago Forin

Making Design Pedagogical Content Knowledge Visible within Design Reviews

Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teachingas-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process management strategies to characterize CK. We identify and describe four patterns of design PCK: scaffolded articulation, driving for meaning and guidance, breaking the 4 th wall to create a teaching moment, and “suggest don’t tell”. Theoretical implications of this work include translating theories of social learning to the context of design reviews and showing design-specific teaching approaches design coaches use to support and instruct students as learners of design. We summarize practical implications for design students, new design coaches, and more experienced design coaches.

Community capacity building: Collaborative micro-hydropower design in Cameroon

Small-scale power systems have considerable potential as sustainable and scalable sources of energy for developing countries. Recognizing this reality, a Global Design Team (GDT) from Purdue University has been working to develop a micro-hydropower solution with local technicians in Bangang, Cameroon. This paper recounts the five-year history of this team and project, including how the team was initially established and funded; how the hydropower turbine was designed, redesigned, and implemented; and how the relationship between the team, community, and other stakeholders evolved and improved over time. In addition to discussing some key technical dimensions of this project, the paper describes the GDT model, which brings together Purdue students, faculty, and staff from engineering and other fields to address pressing needs in developing communities worldwide. Particular emphasis is placed on best practices used by the GDT program to promote student learning while also helping teams work more effectively with partner communities and organizations. This teams powerful story - including their award-winning recognition in both the 2011 EPA P3 program and Clinton Global Initiative University 2014 Commitments Challenge - demonstrates how students and partner communities with the right resources, support, and passion can engineer solutions that improve quality of life for all participants.