Creating a Balanced, Symbiotic Relationship by Integrating Teaching & Research

dc.citation.volumeDecipher, Vol. 1en_US
dc.contributor.authorMurnieks, Aen_US
dc.contributor.authorCorey, Jen_US
dc.contributor.authorRinnert, Gen_US
dc.contributor.editorMurdoch-Kitt, KMen_US
dc.contributor.editorSosa-Tzec, Oen_US
dc.coverage.spatialAnn Arbor, Michiganen_US
dc.description.abstractAs an educator, managing the numerous responsibilities of teaching, research, and service can be challenging. Relative to other disciplines, design educators are navigating a field where research is in its infancy. Adding to this complexity, faculty scholarly activity and research can involve a variety of trajectories, from practitioner-based work to traditional outlets of academic dissemination. With design education continually advancing, design pedagogy provides ample opportunity for the growth of research. Our conversation revolved around best practices for establishing a research agenda and linking it directly to the classroom. By creating a linear connection between research and teaching, faculty may enhance and broaden their research capabilities while creating innovative classroom activities, thus enhancing student learning.en_US
dc.description.confidentialfalseen_US Yorken_US
dc.identifier.citationDialogue: Proceedings of the AIGA Design Educators Community Conferences, 2019, Decipher, Vol. 1en_US
dc.publisherMichigan Pressen_US
dc.relation.isPartOfDialogue: Proceedings of the AIGA Design Educators Community Conferencesen_US
dc.titleCreating a Balanced, Symbiotic Relationship by Integrating Teaching & Researchen_US
dc.typeConference Paper
pubs.notesNot knownen_US
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Creative Arts
pubs.organisational-group/Massey University/College of Creative Arts/School of Design