To lay a foundation for understanding design and research methods for the systemic study of design, media, and computing technologies.
The purpose of this course is to lay a foundation for better understanding of design and research methods and their grounding in philosophy of knowledge. Students will learn how research questions and methods as themselves 'designed' in the ways that they are positioned to frame problems, collect and share evidence, and shape arguments in response to theoretical and practical problems. This will faciliate the understanding of theory and practice as deeply intertwined, entangled in social and cultural ideals and values while rejecting a relativistic standpoint that renders all knowledge claims as equally valid. The course will include discussions, guest speakers, viewing, and workshops to examine various methodological strategies and their tactics in action.
- Understanding the philosophic foundations of design and research methodologies
- Engaging critically and creatively with design and research methods by tracing their history, unpacking their politics, and assessing their epistemic validity
- Employing theories presented in this course to identify/frame problems and choose methodologies that are best suited to address them
I strive to create an open and inclusive learning environment built upon feminist ethos of curiosity, generosity, humility, and respect coupled with practices of listening, experimentation, and collaboration. I will explain the details of this on the first day of classes and look forward to your particular ways of following, extending, and amending the above by expressing what they might entail in your words and actions.
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. 2003.
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They say, I say: The Moves That Matters in Academic Writing. 2006.
This course is inspired and informed by the following:
Buchanan, Richard. "Systems Thinking and Design Thinking: The Search for Principles in the World We Are Making." She Ji: The Journal of Design, Economics, and Innovation 5, no. 2 (2019): 85–104.
Dewey, John. Logic, the Theory of Inquiry. 1938.
Haraway, Donna. "Situated knowledges: The science question in feminism and the privilege of partial perspective." Feminist studies 14, no. 3 (1988): 575-599.
Harding, Sandra G., ed. The feminist standpoint theory reader: Intellectual and political controversies. Psychology Press, 2004.
hooks, bell. Teaching to Transgress. 2014.
Lorde, Audre. Sister Iutsider: Essays and Speeches. Crossing Press, 2012.
Lury, Celia, and Nina Wakeford, eds. Inventive methods: The happening of the social. Routledge, 2012.
Levine, Donald N. Powers of the Mind: The Reinvention of Liberal Learning in America. 2006.
McKeon, Richard P. On Knowing—The Social Sciences. 2017.
Listening and Viewing Assignments
In addition to reading, you will be assigned to watch videos or listen to podcasts. These materials an essential part of the course that will be drawn upon in class discussions.
To engender class discussion, students will write short entries on the readings ahead of each session. Writing assignments are due at 4pm every Wednesday unless otherwise instructed.