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look upon this jurisdiction with renewed jollity. This jargon that threatens to
journey, no mere jolly junket, is justified by our juxtaposition of ambition and
can call me J.
Well now that I’ve got that out of my system, I’m Jared! My journey here
think about it, the more I realized I was destined to become a designer
I was actually born in Bloomington, but haven’t actually lived here for m
here, near the Indiana/Ohio border. After high school, in a rather bizarr
undergrad after falling in love with the campus and the friendly people
freshman, bright-eyed and bushy-tailed with course guide in hand and
And that’s when the trouble started.
Fast forward to two semesters later and I’m in the midst of an existentia
Philosophy, Comparative Literature, Political Science, and Psychology. I
realized I had to put aside my tendencies to dabble in just about any p
driven primarily by the solid instruction in that department, and my fas
decisions. I even picked up a minor in Global Culture along the way, an
Wisconsin Experience.
But when the diploma met my hand on graduation day (well, metaphor
victory. I was no doubt proud of my accomplishment, but a part of me f
arrived. And so I did what every graduate from my class of 2009 did; fil
Funny thing about job applications, particularly those for the federal g
not unusual to not hear back for 4-6 months, a fact I only found out lat
political connections, so several interviews later, I found myself at an u
it wasn’t even this job, or the one I took at a polling and research firm
years later, in my last 6 months with the U.S. Attorney’s Office, that it al
My day-to-day duties at the USAO mainly involved supporting a team o
drafting, filing, I did a little bit of everything. But it wasn’t until I got so
VISUAL + TEXTUAL
REFLECTION
Colin M. Gray

Iowa State University
16 JUNE 2014
locating the emerging 

design identity of students through
grounding this work
❖ Sketching as an expression of design reasoning 

(Buxton, 2007; Do & Gross, 1996; Verstijnen, et al., 1998)
❖ A general focus on mechanics of sketching, but not on how
sketching can relate to identity development and
externalizations of one's unique design philosophy
(Nelson & Stolterman, 2012)
❖ Reflection as a tool to externalize how a student is thinking
about design (Gray & Siegel, 2013; Siegel & Stolterman, 2008)
Sketching Design Thinking (Gray & Siegel, 2013)
CONTEXT
(Gray, 2014)
DATA
DATA
Introductory course in interaction design
1 graduate design course
43 students
109 sketches 513 posts
Viewing education in a holistic, action-driven way (Perkins, 2010)
participants
Name
Country of
Origin
Educational 

Background
Sketches 

(by project) Posts Comments
Thomas United States Philosophy 3 9 17
Jack United States Journalism 1,2 11 56
Naveen India Engineering 1,2,3 6 12
Isabella Mexico Computer Science 1,2,3 17 29
Parker United States Computer Science 1,2,3 10 7
Mei-Xing China Telecommunications 1,3 16 46
Adrian United States Education 2,3 15 28
Zachary United States Political Science 1,3 17 27
participants
Name
Country of
Origin
Educational 

Background
Sketches 

(by project) Posts Comments
Thomas United States Philosophy 3 9 17
Jack United States Journalism 1,2 11 56
Naveen India Engineering 1,2,3 6 12
Isabella Mexico Computer Science 1,2,3 17 29
Parker United States Computer Science 1,2,3 10 7
Mei-Xing China Telecommunications 1,3 16 46
Adrian United States Education 2,3 15 28
Zachary United States Political Science 1,3 17 27
PARKER	
  
computer science
case #1
“the design process seemed 

like a flowchart”
“I wholly expect everyone to fail miserably
out of the gate and I welcome it”
“I had a little breakdown in how I was prioritizing
my life [...] so I was a little distant”
NAVEEN	
  
engineering
case #2
!
“[the professor] wants us to feel exhausted and
suffocated by the way ‘we think’ design work is done”
“[you] shouldn’t be attached to your design ideas”
“[the professor] wants us to feel exhausted
and suffocated by the way ‘we think’
design work is done”
ISABELLA	
  
computer science
case #3
“I didn’t thinking how I felt mattered.”
“what will design mess up?”
“Oh, there will be blood on room 150 by the end”
DISCUSSION
Disjuncture between visual
and textual reflections1
“in design, 

people on both sides
leave their mark”

ZACHARY
Visual representation in
early design education2
Revealing conceptions of
designerly identity3
3
“felt forced—
having to reflect”

THOMAS
implications
❖ Affordances of multiple types of reflection should be
considered when constructing design education
experiences
❖ Consideration must be made for incoming skill level, both
in writing and visual/spatial reasoning
❖ Value as a diagnostic tool for professors to see externalized
conceptions of design (but they can be wrong!)
❖ Beyond mechanical sketching or writing ability to what
those abilities tell us about the developing designer
thank you
martin a. siegel, erik stolterman, 

omar sosa-tzec, jordan beck
nsf grant #1115532

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Locating the Emerging Design Identity of Students Through Visual and Textual Reflection

  • 1. look upon this jurisdiction with renewed jollity. This jargon that threatens to journey, no mere jolly junket, is justified by our juxtaposition of ambition and can call me J. Well now that I’ve got that out of my system, I’m Jared! My journey here think about it, the more I realized I was destined to become a designer I was actually born in Bloomington, but haven’t actually lived here for m here, near the Indiana/Ohio border. After high school, in a rather bizarr undergrad after falling in love with the campus and the friendly people freshman, bright-eyed and bushy-tailed with course guide in hand and And that’s when the trouble started. Fast forward to two semesters later and I’m in the midst of an existentia Philosophy, Comparative Literature, Political Science, and Psychology. I realized I had to put aside my tendencies to dabble in just about any p driven primarily by the solid instruction in that department, and my fas decisions. I even picked up a minor in Global Culture along the way, an Wisconsin Experience. But when the diploma met my hand on graduation day (well, metaphor victory. I was no doubt proud of my accomplishment, but a part of me f arrived. And so I did what every graduate from my class of 2009 did; fil Funny thing about job applications, particularly those for the federal g not unusual to not hear back for 4-6 months, a fact I only found out lat political connections, so several interviews later, I found myself at an u it wasn’t even this job, or the one I took at a polling and research firm years later, in my last 6 months with the U.S. Attorney’s Office, that it al My day-to-day duties at the USAO mainly involved supporting a team o drafting, filing, I did a little bit of everything. But it wasn’t until I got so VISUAL + TEXTUAL REFLECTION Colin M. Gray
 Iowa State University 16 JUNE 2014 locating the emerging 
 design identity of students through
  • 2. grounding this work ❖ Sketching as an expression of design reasoning 
 (Buxton, 2007; Do & Gross, 1996; Verstijnen, et al., 1998) ❖ A general focus on mechanics of sketching, but not on how sketching can relate to identity development and externalizations of one's unique design philosophy (Nelson & Stolterman, 2012) ❖ Reflection as a tool to externalize how a student is thinking about design (Gray & Siegel, 2013; Siegel & Stolterman, 2008)
  • 3. Sketching Design Thinking (Gray & Siegel, 2013)
  • 8. Introductory course in interaction design
  • 9. 1 graduate design course 43 students 109 sketches 513 posts
  • 10. Viewing education in a holistic, action-driven way (Perkins, 2010)
  • 11. participants Name Country of Origin Educational 
 Background Sketches 
 (by project) Posts Comments Thomas United States Philosophy 3 9 17 Jack United States Journalism 1,2 11 56 Naveen India Engineering 1,2,3 6 12 Isabella Mexico Computer Science 1,2,3 17 29 Parker United States Computer Science 1,2,3 10 7 Mei-Xing China Telecommunications 1,3 16 46 Adrian United States Education 2,3 15 28 Zachary United States Political Science 1,3 17 27
  • 12. participants Name Country of Origin Educational 
 Background Sketches 
 (by project) Posts Comments Thomas United States Philosophy 3 9 17 Jack United States Journalism 1,2 11 56 Naveen India Engineering 1,2,3 6 12 Isabella Mexico Computer Science 1,2,3 17 29 Parker United States Computer Science 1,2,3 10 7 Mei-Xing China Telecommunications 1,3 16 46 Adrian United States Education 2,3 15 28 Zachary United States Political Science 1,3 17 27
  • 13. PARKER   computer science case #1 “the design process seemed 
 like a flowchart”
  • 14. “I wholly expect everyone to fail miserably out of the gate and I welcome it”
  • 15.
  • 16. “I had a little breakdown in how I was prioritizing my life [...] so I was a little distant”
  • 17. NAVEEN   engineering case #2 ! “[the professor] wants us to feel exhausted and suffocated by the way ‘we think’ design work is done”
  • 18. “[you] shouldn’t be attached to your design ideas”
  • 19. “[the professor] wants us to feel exhausted and suffocated by the way ‘we think’ design work is done”
  • 20.
  • 21. ISABELLA   computer science case #3 “I didn’t thinking how I felt mattered.”
  • 22. “what will design mess up?”
  • 23. “Oh, there will be blood on room 150 by the end”
  • 24.
  • 26. Disjuncture between visual and textual reflections1
  • 27. “in design, 
 people on both sides leave their mark”
 ZACHARY
  • 28. Visual representation in early design education2
  • 30. 3 “felt forced— having to reflect”
 THOMAS
  • 31. implications ❖ Affordances of multiple types of reflection should be considered when constructing design education experiences ❖ Consideration must be made for incoming skill level, both in writing and visual/spatial reasoning ❖ Value as a diagnostic tool for professors to see externalized conceptions of design (but they can be wrong!) ❖ Beyond mechanical sketching or writing ability to what those abilities tell us about the developing designer
  • 32. thank you martin a. siegel, erik stolterman, 
 omar sosa-tzec, jordan beck nsf grant #1115532