Objective: This comprehensive publication aims to be an essential reference source, building on previous literature in the field of design education and presenting current research in this area. It is hoped that this text will provide the resources necessary for education policy makers, learning technology developers, researchers and teachers to adopt and implement andragogic strategies for teaching teamwork across the design disciplines.

Target Audience: The book is intended for a global audience of educators and practitioners from across the design disciplines. We estimate that there are 100,000 design teachers in 10,000 schools of design in the USA, Canada, UK, Australia and New Zealand alone. However, and crucially, many of the fundamental principles discussed are likely be applicable to teaching and learning across all fields of education, not just design. So who is this book for?

  • Higher education teachers
  • Curriculum leaders and developers
  • Designers
  • Professional accrediting bodies
  • Higher Degree by Research Students
  • Researchers

Recommended Topics: Contributors are welcome to submit chapters on research and case studies on the following ten broad topics relating to Student Interaction, Collaboration, Assessment and Feedback in Design Education:

  • The conceptualizing of teamwork in the design disciplines: theories, positions and challenges
  • Contexts of teamwork in design education
  • Institutional Contexts
  • Policies and Accreditation
  • Resources and Management
  • Disciplinary Differences
  • Academic and student perceptions
  • Student Attitudes and Perceptions
  • Teacher Attitudes and Perceptions
  • Obstacle to the Success of Teamwork Teaching and Learning
  • Pedagogical Contexts
  • Virtual Teamwork in Design Learning
  • Information and Communication Technologies
  • Building Information Modelling
  • The virtual student design studio
  • The Importance to Practice of Team Skills
  • Professional & Interdisciplinary Collaboration
  • Life Long Learning of Team Skills
  • Significance of Teamwork in Design Education
  • Benefits of Teamwork for Student Formal and Informal/Social Learning Experiences
  • The Demand of Workplace: Collaborative Design Practice
  • Challenges of Teamwork in Design Education
  • Common Issues of Teamwork Learning
  • Students’ Resistance and Negative Attitudes to Teamwork
  • Fair Assessment
  • Challenges Specific to the Context of Design/Collaborative Design
  • Teaching Teamwork
  • Designing Teamwork and Determining Task Characteristics
  • Teamwork or Groupwork
  • Task Design Factors
  • Task Structure
  • Team Size
  • Task Assessment
  • Teaching Practices and Support Structure
  • Team Formation
  • Teaching Team Skills
  • Processes Monitoring and Feedback
  • Conflict Resolution Intervention
  • Feedback for Teamwork
  • Formative feedback on teamwork processes and teamwork learning objectives
  • Feedback on the products of teamwork
  • Learning in Teams: Individual and Team Level Factors
  • Individual Level Factors
  • Knowledge and Skills
  • Learning Styles and Personality Types
  • Attitudes and Motivation
  • Team Level Factors
  • Leadership and Role Definition
  • Team Ground Rules, Norms and Contracts
  • Team Composition
  • Team Cohesion and Climate
  • Learning in Teams: Team Processes
  • General Team Processes
  • Coordination
  • Collaboration
  • Interdependence
  • Communication, Interaction and Trust
  • Decision Making & Problem Solving
  • Conflict-resolution and Management
  • Task & Relationship Conflicts
  • Social Loafing, Free-riding and Loan Wolf Phenomena
  • Team Processes Specific to Design Teams
  • Idea Generation, Brainstorming, and Idea Selection (Challenge 17)
  • Assessment of Teamwork
  • Assessing Products and Processes
  • Assessment of the Products of Teamwork
  • Assessment of Team Processes
  • Formative Assessment of Team skills (Challenge 21)
  • Individual Accountability/Acknowledging Individual Contributions to Teamwork
  • Self- and Peer-assessment
  • Benefits of Self- &Peer-assessment
  • Challenges associated with self- and peer-assessment
  • Students’ Experiences and Perceptions of Self- and Peer-assessment
  • Evidence on the impacts of self- and peer-assessment on team outcomes
  • Types of Self- &Peer-assessment
  • Key Considerations to maximise the benefits of self- and peer-assessment
  • Overarching issues, strategic considerations and practical responses

Submission Procedure: Researchers and practitioners are invited to submit a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter.

Inquiries: Associate Professor Dr. Richard Tucker: richard.tucker[at]deakin.edu.au