Abstract

FAERM, Steven. Building best practices for fashion design pedagogy: meaning, preparation, and impact. Cuad. Cent. Estud. Diseñ. Comun., Ensayos [online]. 2015, n.53, pp.189-213. ISSN 1853-3523.

Historically, universities have adopted a “sink or swim” approach with their hiring of art and design faculty. After years of professional experience, these new faculty enter classrooms without pedagogical training and are expected to succeed as educators. However, designing product and educating students require significantly different skillsets. Additionally, faculty challenges are radically increased due to the seismic changes occurring in design education, the evolving student generation, and the increasingly volatile professional world for which students must be trained. Through trial and error, new faculty often rely on outdated teaching methods used during their own undergraduate experiences. This lack of faculty preparation negatively impacts programs, the graduates’ preparation, and ultimately our design industries. This article will discuss the critical need for tomorrow’s art and design faculty to acquire -and master- solid pedagogical skills if they are to successfully educate and train future designers. This study aims to provide fashion design educators and program directors with awareness for the importance of providing pedagogy support for new faculty in order to strengthen the students’ learning.

Keywords : Design education; Design pedagogy; Student development; Teaching; Fashion design; Fashion industry; Parsons; Faculty; Higher education.

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