Increasing the Rigor of Freshman Design Education

Mary Kathryn Thompson

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

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The past two decades have seen a revolution in the field of design with increasing interest in the design as a science and a rigorous field of its own. This work discusses some of the challenges for increasing rigor in design education in general, and in freshman design in particular. A model which contains strategies for a more rigorous freshman design course is presented. It is hown that many of the challenges can be overcome by a careful choice of course goals, course material, and a more rigorous evaluation system. There seem to be no problems with introducing
higher level design material to first year students; however they sometimes have difficulty adjusting to the new modes of thinking required by the course. As a result, rigorous first year design courses seem ill-suited to engineering recruitment and retention activities, and less rigorous courses like freshman pre-orientation programs are suggested as an alternative to achieve the secondary goals of first year design courses.
Original languageEnglish
Title of host publicationProceedings of the International Association of Societies of Design Research Conference
Publication date2009
Publication statusPublished - 2009
Externally publishedYes
EventIASDR - Seoul, Korea, Republic of
Duration: 18 Oct 200922 Oct 2009


CountryKorea, Republic of

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