Use of Frame Reflection and Metadesign to Guide Curriculum Development across Design Disciplines

By Cindy Beacham and Neal Shambaugh.

Published by The International Journal of Design Education

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Curriculum development is an ongoing activity in higher education. Methods of evaluation and development may vary, but the goal is typically to provide students with better, more relevant academic experiences. However, as in any professional endeavor, discussion of program features and content will involve controversy and differences. One approach is frame reflection (Schön, 1983), in which professionals are made aware of problem-setting issues and contexts for those issues. Awareness of problem identification methods and framing provides explicit boundaries to the problem. Metadesign is a framework providing an interdisciplinary approach to the design process. Categories identified through the metadesign process can raise awareness about the scope of curriculum issues and reveal concerns that may otherwise go unidentified. This paper explores the use of frame reflection in concert with metadesign categories as tools to surface issues and facilitate curriculum development in academic design programs.

Keywords: Metadesign, Design Thinking, Curriculum Development, Design Process, Framing

The International Journal of Design Education, Volume 6, Issue 3, pp.87-96. Article: Print (Spiral Bound). Article: Electronic (PDF File; 302.513KB).

Dr. Cindy Beacham

Associate Professor and Academic Coordinator, Design and Merchandising, Division of Design and Merchandising, West Virginia University, Morgantown, WV, USA

I worked as a corporate designer, construction manager, and project manager prior to my work in academia. I have been teaching at the college level for over 18 years, and my teaching areas include design thinking, design theory and concepts, contract design, and evidence-based design. My research interests include design pedagogy, design thinking, and developmentally appropriate design for children. I am also a co-author of a textbook on interior design professional practices.

Dr. Neal Shambaugh

Associate Professor, Program Coordinator, Instructional Design and Technology, Department of Technology, Learning, and Culture, West Virginia University, Morgantown, WV, USA

I have been a radio announcer, training program consultant, and video producer. I have taught in higher education for 14 years. My teaching areas include educational psychology, instructional technology, and teacher education. My research interests include novice problem solving, instructional design, and visual literacy. I am the co-author of two books on instructional design.