View in EDS HTML Full Text PDF Full Text

Linking empathy, feedback and iteration: Five skills to strengthen the student–teacher relationship in the design studio.

Saved in:
Bibliographic Details
Title: Linking empathy, feedback and iteration: Five skills to strengthen the student–teacher relationship in the design studio.
Authors: Lopez-Leon, Ricardo1 ricardo.lopezl@edu.uaa.mx
Source: Art, Design & Communication in Higher Education. Oct2023, Vol. 22 Issue 2, p297-314. 18p. 1 Diagram.
Subject Terms: *Psychological feedback, *Empathy, *Design education, *Teacher-student relationships, *Teaching models, *Academic motivation, Design criticism, Autoethnography
Abstract: This article focuses on feedback, a one-on-one design teaching practice that teachers approach intuitively and has been crucial within the design studio. However, although healthy student–teacher relationships are fundamental for feedback, research on understanding them deeply or developing them is still incipient. This research contributes with a tool for teachers to strengthen student–teacher relationships. The tool highlights that teachers must practise empathy as an iterative process. The approach was through a three-phase research methodology. First, a literature review on empathy and feedback aimed at understanding their relationship. In-depth interviews with students correspond to the second phase, exploring the role of student–teacher relationships in motivation and performance. Finally, in the third phase, a five-skill/stage cycle was put into practice during feedback within the design studio: the iterative empathy model. Results show that student–teacher relationships strengthen by practising five skills iteratively through a five-stage process: openness, perception, comprehension, communication and action. Consequently, students' motivation and performance also improve. [ABSTRACT FROM AUTHOR]
Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 173887858
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Linking empathy, feedback and iteration: Five skills to strengthen the student–teacher relationship in the design studio.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lopez-Leon%2C+Ricardo%22">Lopez-Leon, Ricardo</searchLink><relatesTo>1</relatesTo><i> ricardo.lopezl@edu.uaa.mx</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Art%2C+Design+%26+Communication+in+Higher+Education%22">Art, Design & Communication in Higher Education</searchLink>. Oct2023, Vol. 22 Issue 2, p297-314. 18p. 1 Diagram.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br />*<searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Design+criticism%22">Design criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Autoethnography%22">Autoethnography</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article focuses on feedback, a one-on-one design teaching practice that teachers approach intuitively and has been crucial within the design studio. However, although healthy student–teacher relationships are fundamental for feedback, research on understanding them deeply or developing them is still incipient. This research contributes with a tool for teachers to strengthen student–teacher relationships. The tool highlights that teachers must practise empathy as an iterative process. The approach was through a three-phase research methodology. First, a literature review on empathy and feedback aimed at understanding their relationship. In-depth interviews with students correspond to the second phase, exploring the role of student–teacher relationships in motivation and performance. Finally, in the third phase, a five-skill/stage cycle was put into practice during feedback within the design studio: the iterative empathy model. Results show that student–teacher relationships strengthen by practising five skills iteratively through a five-stage process: openness, perception, comprehension, communication and action. Consequently, students' motivation and performance also improve. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173887858
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1386/adch_00078_1
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 297
    Subjects:
      – SubjectFull: Psychological feedback
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Design education
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Teaching models
        Type: general
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Design criticism
        Type: general
      – SubjectFull: Autoethnography
        Type: general
    Titles:
      – TitleFull: Linking empathy, feedback and iteration: Five skills to strengthen the student–teacher relationship in the design studio.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lopez-Leon, Ricardo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1474273X
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Art, Design & Communication in Higher Education
              Type: main
ResultId 1