Studio pedagogy is at the center of design education, and has been for centuries. We seek to understand how this mode of education works, how critique as a means of communication and enculturation among designers might be productively used in emergent design disciplines, and how the “hidden curriculum” of the studio shapes the formation of designer identity.
Exter, M. E., Gray, C. M., & Fernandez, T. (in press). Conceptions of Design by Transdisciplinary Educators: Disciplinary Background and Pedagogical Engagement. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-019-09520-w
Gray, C. M. (in press). Democratizing assessment practices through multimodal critique in the design classroom. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-018-9471-2
Gray, C. M., McKilligan, S., Daly, S. R., Seifert, C. M., & Gonzalez, R. (2019). Using Creative Exhaustion to Foster Idea Generation. International Journal of Technology and Design Education, 29(1), 177-195. https://doi.org/10.1007/s10798-017-9435-y
Boling, E., & Gray, C. M. (2018). Use of Precedent as a Narrative Practice in Design. In B. Hokanson, G. Clinton, & K. Kaminiski (Eds.) Educational Technology and Narrative: Story and Instructional Design (pp. 259-270). Switzerland: Springer. https://doi.org/10.1007/978-3-319-69914-1_21
Gray, C. M. (2018). Narrative Qualities of Design Argumentation. In B. Hokanson, G. Clinton, & K. Kaminiski (Eds.) Educational Technology and Narrative: Story and Instructional Design (pp. 51-64). Switzerland: Springer. https://doi.org/10.1007/978-3-319-69914-1_5
Exter, M. E., Ashby, I., Gray, C. M., Wilder, D., & Krause, T. (2017, June). Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment. In Proceedings of the ASEE Annual Conference, Liberal Education/Engineering & Society Division. Washington, DC: ASEE. https://peer.asee.org/28901
Gray, C. M., Exter, M. E., & Krause, T. (2017, June). Moving Towards Individual Competence From Group Work in Transdisciplinary Education. In Proceedings of the ASEE Annual Conference, Design in Engineering Education Division. Washington, DC: ASEE. https://peer.asee.org/28691
Gray, C. M., & Fernandez, T. F. (2017, June). Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning. In Proceedings of the Mudd Design Workshop X: Design and the Future of the Engineer of 2020. Claremont, CA: Harvey Mudd College.
Boling, E., Schwier, R. A., Gray, C. M., Smith, K. M., & Campbell, K. (Eds.) (2016). Studio Teaching in Higher Education: Selected Design Cases. New York, NY: Routledge. ISBN:978-1138902435 [publisher website, Amazon.com]
Gray, C. M. (2015). Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences. In B. Hokanson, G. Clinton, & M. Tracey (Eds.) The Design of Learning Experience: Creating the Future of Educational Technology (pp. 199-213). Switzerland: Springer. http://dx.doi.org/10.1007/978-3-319-16504-2_14
Gray, C. M., & Howard, C. D. (2015). “Why are they not responding to critique?”: A student-centered construction of the crit. In LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators (pp. 1680-1700). Chicago, IL: School of the Art Institute of Chicago. [pdf, presentation]
Gray, C. M. & Howard, C. D. (2014). Designerly Talk in Non-Pedagogical Social Spaces. Journal of Learning Design, 7(1), 40-58. http://dx.doi.org/10.5204/jld.v7i1.153
Gray, C. M. (2013). Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogical, and Epistemological Features in an HCI Studio. In Critique 2013: An International Conference Reflecting On Creative Practice in Art, Architecture, and Design(pp. 341-355). Adelaide, AU: The University of South Australia. [pdf, presentation]
Gray, C. M. (2013). Informal Peer Critique and the Negotiation of Habitus in a Design Studio. Art, Design & Communication in Higher Education, 12(2), 195-209. http://dx.doi.org/10.1386/adch.12.2.195_1