WE

HAVE

NEVER

BEEN

PRE-DISCIPLINARY

 

Abstracts of five hundred words should be submitted by 31 DECEMBER 2007 to <ncbds08@coa.gatech.edu>.


Please include name, affiliation, and contact information on a separate page in the document.


Proposed papers and panel sessions may be historical, theoretical, or critical in scope.  All proposals should be submitted to one of the four sections described on the previous page. 


Examples of some of the topics possible within each section are listed below. 


Beginnings and Disciplinarity

  1. •Beginning as a place, a moment, or action: in media res or as tabula rasa.

  2. •How beginnings are conceived (as a matter of first principles, vocabulary, or skills); figured (as foundations, constructed ground or supporting armature); and named ('basic', 'pre-', 'intro', 'first').

  3. •Serial beginnings, multiple thresholds:  The relationship between beginning design, disciplinary tracks, internships, and professional programs.

  4. •How beginnings add up (or not):  The relationship of beginnings to ends.

  5. •Disciplining:  the idea of beginning as it is built into the notion of disciplines.

  6. •How disciplinarity is conceived of and indexed in beginning design:  as pre-, cross-, multi-or inter-disciplinary; as non-discipline specific; or as robustly disciplinary.

  7. •Designing:  how designing -- understood as a particular kind of cognitive, creative, and applied activity -- complicates and contributes to notions of beginning and of discipline-specificity.


Open

  1. •Topics that do not fit into the other three sections should be submitted to this section. 


Beginning Design Programs and Curricula

  1. •Curricular context:  whether stand-alone, comprehensive, or multi-disciplinary; location within schools of art, design, or architecture.

  2. •Administration:  organizational structure, logistics, history.

  3. •Students:  socialization and studio culture; criteria for admission, selection, and advancement.

  4. •Instructors:  instructor profiles; recruiting, training, mentoring, and coordination.

  5. •Spaces:  spaces, situations, and events through which teaching and learning occurs.

  6. •Goals:  metrics and accountability for teaching and learning; the relationship to curricular goals beyond the beginning design program.

  7. •Alternative models for beginning design curricula.


Beginnings across the Disciplines (and Professions)

  1. •How the designed and built environment disciplines (industrial design, landscape, interiors, urban design) conceive of and enact beginnings.

  2. •How beginnings are constituted and enacted in allied disciplines (art, music) as well as other disciplines that undertake design activity (graphics, web-design, new media, computer science, engineering).

  3. •Beginnings in professional education curricula.

  4. •Beginnings of professionalism and professional education.

  5. •Beginnings and new models of practice (integrated, collaborative, cross-disciplinary).

  6. •Beginnings and new technologies of representation and information management (BIM etc.)

  7. •Beginnings and different modes of learning (problem-based learning; research-based learning; evidence-based learning; situated learning, apprenticeships, etc.).

CALL