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Description
This class serves as an exploratory practice in response to existing studies evaluating critique environments in the design industry. Previous studies identified three key limitations in the critique process: (1) a lack of experience for novice designers working with non-designers when reviewing their work, (2) an ineffective final review structure, and (3) a need for a more constructive and engaging feedback-sharing environment.1 To address these challenges, the course was designed to “critique” critique activities and develop strategic solutions to transform the way design work is reviewed, analyzed, and critiqued. The course was part of a pilot fall semester program called ReAssembling ID, which was the first set of Social Equity and Inclusion (SEI) upper-level courses in the Industrial Design Department at the Rhode Island School of Design.
Publication Date
2-1-2025
Department
Industrial Design
Publisher
Rhode Island School of Design
City
Providence
Keywords
Design Critique, Design Education, Design Industry, Social Equity and Inclusion, Industrial Design, student work
Disciplines
Applied Ethics | Art Education | Contemplative Education | Critical and Cultural Studies | Diversity, Equity, and Inclusion | Educational Assessment, Evaluation, and Research | Higher Education | Industrial and Product Design | Social and Philosophical Foundations of Education
Recommended Citation
Hwang, Sejin; Ai, Amy; Bang, Leo; Chen, Yuchen; Chen, Kathryn; Chang, Tiffany; Jiang, Stephen; Jo, Chloe; Lee, Eileen; Lu, Nicole; Liu, Ray; Wei, Kevin; Zhang, Elaine; and Zhou, Ellano, "Evolving Design Critique for a Changing Industry" (2025). Student Work. 1.
https://digitalcommons.risd.edu/risdstudents_studentwork/1
Included in
Applied Ethics Commons, Art Education Commons, Contemplative Education Commons, Critical and Cultural Studies Commons, Diversity, Equity, and Inclusion Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Industrial and Product Design Commons, Social and Philosophical Foundations of Education Commons