Empowering Experiential Education in Design: Integrative Model and Pilot Application in an Undergraduate Experience Design Course

Mouchrek, Najla (2024) Empowering Experiential Education in Design: Integrative Model and Pilot Application in an Undergraduate Experience Design Course. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 2015-2030. ISBN 978-952-7549-03-5

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Abstract

This paper presents a model of empowerment integrated to experiential education in Design. Experiential learning programs provide opportunities for students to empower themselves and develop competencies, attitudes, and maturity to make a successful transition from school to work. Students are prompted to actively engage as designers in their communities and envision themselves as agents of change for the common good. The paper contributes to the track "Ways of Living Together" by presenting an approach embedded to Design Education that advances individual and community empowerment, helps students to constitute identity and community engagement, and expands their awareness of the eco-social responsibilities associated with professional practices. Experiential learning is considered an ideal approach to achieving the tenets of empowering education, because the results of direct experience are often concrete, identifiable, and applicable. To construct and advance their professional identities, Design students need exposure to processes that help developing internally while also having opportunities to enact abilities and skills in the real world. Empowerment is increasingly essential for Design students to develop their professional identities in a changing context requiring reflection, awareness, self-direction, and creativity. The paper also reports a case study on a pilot application of the model in the context of a project-based undergraduate course in Experience Design. Empowering experiential learning supports reflection on sense of purpose, provides exchanges with diverse mentors, participation in community as opportunities to develop confidence in real-world contexts and help to address complex socio-ecological problems.

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