The Journal of Technology Studies 47 ield erful xplanations, wledge in the f kno and is used as a basis for the e uction of new it comprehensible to others" (Shulman, to others" it comprehensible gies, illustrations, examples, e gies, illustrations, examples, In addition, Shulman (1987) suggested that In addition, Shulman (1987) suggested to distinguishing the knowledge The key base of teaching lies at the intersection of in the capacity of a content and pedagogy, teacher to transform the content knowledge he or she possesses into forms that are (p. 5). of Geddis (1993) described PCK as a set Teachers differ from biologists, historians, biologists, from differ Teachers researchers, not writers, or educational or quantity of their in the quality necessarily that but in how subject matter knowledge, used. For and is organized knowledge science teachers’ experienced example, of science is structured from a knowledge and is used as a basis teaching perspective for helping students to understand specific on the knowledge, A scientist’s concepts. is structured from a research other hand, perspectiv constr e and demonstrations—in a word, the ways of the ways and demonstrations—in a word, representing and formulating the subject that mak 1987, p. 9). PCK is made up of the attributes a teacher pos- an sess that help her/him guide students towards understanding of specific content, such as indus- trial design, in a manner that is meaningful. that PCK included "an under- Shulman argued particular or topics, problems, standing of how and adapted to presented, issues are organized, interests and abilities of learners, and the diverse presented for instruction" (1987, p. 8). In light industrial design educators should know of what to do, Shulman (1987) might assertand be able base of teaching that PCK is the best knowledge and suggested: attributes transfer the that helped someone According to of content to others. knowledge Shulman, it includes "most useful forms of pow representation of these ideas, the most analo lines, Cochran, King, and DeRuiter (1991) lines, Cochran, King, teacher and a content a between differentiated manner: specialist in the following wl- xample, ound y many of the recent education- of the recent y many ve model for understanding teaching ve xt. PCK is described as knowledge that is xt. PCK is described as knowledge content guide. The PCK model presented content guide. The notion of pedagogical content knowl- The notion of pedagogical Pedagogical content knowledge (PCK) has content knowledge Pedagogical oduction and Backgr wledge Growth in Teaching (KGT) project. Teaching in wledge Growth practicing industrial designer. Along the same Kenneth R. Phillips, Michael A. De Miranda, and Jinseup “Ted” Shin “Ted” and Jinseup A. De Miranda, R. Phillips, Michael Kenneth Pedagogical Content Knowledge and Industrial Design Industrial and Knowledge Content Pedagogical Education an industrial design (ID) teacher/professor from a edge (PCK) was firstedge (PCK) was introduced to the field of Lee Shulman in 1986 and a group education by of research colleagues collaborating on the Kno to study a broader The focus of the project was perspecti and learning & Grossman, 1988). (Shulman Members of the KGT project studied both how understandings of new teachers gained novice understandings these new their content and how The researchers of interacted with their teaching. the KGT project described PCK as the intersec- bases coming together tion of three knowledge to inform practice: subject matter knowl- teacher of and knowledge knowledge, edge, pedagogical conte unique to teachers and separates, for e Theoretical Framework Theoretical Intr been embraced b of describing the al reform documents as a way These expert teachers. possessed by knowledge also served as guides for reform documents have of teacher develop- models educators to develop if any in the United States, few ment. However, of the current role address the models accurately of industrial design of PCK in the development This article introduces the concept of educators. of essential industrial a taxonomy PCK and how to serve design subject matter can be organized as a for the fieldcould serve as a catalyst of industri- al design education to produce a conceptual for the teaching of and taxonomy framework future PCK studies industrial design upon which in industrial design education can be based. (or taxonomies) These conceptual frameworks help within a field to articulate the core kno edge, skills, and dispositions that define prac- knowl- The interaction of teacher content tice. knowl- edge in industrial design, pedagogical of industrial design is framed edge, and context within a PCK taxonomy. Abstract The Journal of Technology Studies 48 design education. Figure 1.Model ofcontentknowledge, pedagogy, andcontextinindustrial pedagogical knowledge understanding ofthesubjectmatter, fessional practice. tion todesignproblems thatarerelevant topro- ofauthenticapplica- contextualized intheform knowledge ofindustrial designisoftenhighly design education.Inaddition,thespecialized ofpedagogicalform knowledge inindustrial pedago bined withaninstr classroom instruction. This knowledge com- edge requiredtoinfusetheseconceptsinto edge inindustrialdesignadditiontoknowl- relationship between ateacher’s contentknowl- setting. instructional design context, andtheirinteractioninan edge, knowledge ofteaching,professional complex relationshipbetween contentknowl- Koehler, 2006).Figure 1helpstocapturethis (Mishra& of PCKintosuccessfulinstruction theseelements adaptive thatunifies instruction thisknowledgetransform intoadesignrich depends ontheabilityofdesigneducatorsto knowledge ofindustrialdesigninstructors, design contentknowledge andthepedagogical While content Figure 1helpstoconceptualizethecomplex Therefore, theintersectionofindustrial presented by thestudents(p.15). the variations inabilityandbackground pedagogically powerful andyet adaptive to gy helps to contribute toaspecialized gy helpstocontribute uctor’ knowledge refers toone’s under- s general knowledge of refers toone’s and content kno independent ofsubjectmatter, standing ofteachingandlear ence is what informs quality instruction whenence iswhat qualityinstruction informs industrial e multiple contentareasbasedonhis/her domainsspanning unique knowledge ofspecific to teachingindustrialdesign. demandsineach oftheseareasrelated specific to carefully analyze thevarious ofcontent- sorts processes. Goodteachersareablemanufacturing dif aboutconceptvisualizationskillsare of learning Obviously,computer aideddesign.’ thedemands or‘how toteach processes,’ manufacturing or‘how toteach concept visualizationskills,’ appropriately suggestedby Geddis(1993): ing demands. The rationalefordoingthisis matter, takingintoaccountitscontextual learn- the teachingandlear ferent from the demands of learning about ferent fromthedemandsoflearning Each industrialdesigneducatorhasa Additionally, onecouldadd, ‘how toteach (p.675) or‘how toteachfractions.’ ry,’ how toteachworldteach electricity,’ histo- rather‘how but to not just‘how toteach,’ Beginning teachersneedtolearn specific. skills oftheoutstandingteacherarecontent- teaching skills,many ofthepedagogical While insomesensetherearegeneric oran‘Englishteacher.’ teacher,’ ‘chemistry a teacher,’ rathera‘history but ‘teacher,’ The outstandingteacherisnotsimply a xperience. wledge refers toknowledge about ning of particular subject ning ofparticular This professionale ning processes pedagogical xperi- The Journal of Technology Studies 49 of y ork in technology education literature education ork in technology Many have specific have taxonomies to aid the Many ut surely advances in theory a disci- of advances But surely The industrial design content literature and ting point for the development of such a con- ting point for the development le in science education literature, and there is le in science education literature, and there framew field to stir discourse and clarify learn- helped Why Taxonomies and Conceptual Frameworks Taxonomies Why Matter in a PCK Model understanding of PCK within the content area. understanding of PCK within the content are avail- taxonomies explicit two example, For ab a fieldthat can help guide the emerging of engi- education in understand- neering and technology meaningful ing the PCK required to deliver Yager, engineering content (McCormick & & Zuga, 1989; Neale & Smith, 1989, Lewis a taxonom 2005). Shulman (2002) advanced there is a good base ing and outcomes. Likewise that of research literature on the categories there is should be taught in industrial design, yet to developed or framework no current taxonomy facilitate understanding the PCK required to prepare industrial design professionals to suc- ceed as educators (Croston, 1998; NASAD, of such a The development 1999). Yeh, 2008; should be taught in to guide what framework a basis industrial design education could provide for informingquality industrial design educa- a tor. standards and accreditation requirements like a content schemes in other fields provide may star and essential knowledge ceptual framework to benefithierarchy the field & (Koehler Mishra, 2008). learning one can liken to the original work of learning to the original work one can liken a deeper Benjamin Bloom (1956) to extend understanding of learning.each case, a taxon- In in content or concepts to organize designed omy a line have only one purpose: only back on, to reflect pline have of that discipline. the practice and improve, to examine is to travel path a productive Perhaps it PCK and what the concept of more critically of could mean to the preparation means or In addition, design educators. future industrial can inform the notion of PCK examining an and is required to teach understanding of what concepts in the industrial infuse critical design will require those in the This design classroom. ahead of many field move of industrial design to technical fields in articulating a conceptual of industri- that supports a taxonomy framework be a task that may al design content knowledge; close at hand. What should e vide an pro y other discipline does “pure y that an y “Where did the subject matter go? tunity to frame and guide the transition of tunity to frame and guide the transition , gical perspective in the preparation of gical perspective Pedagogical content knowledge research content knowledge Pedagogical The continued interest in PCK as an episte- invent this new integrated knowledge. integrated knowledge. this new invent and its implications for design education have important for the teaching and learn- messages ing of industrial design and the infusion of design concepts into the curriculum. of Commenting on criteria used for evaluation teaching in the 1980s, Shulman (1986, p.5 ) asked happened to the content?” Of course w PCK and the Training of Industrial Design Training PCK and the Educators attempt to advance educational theory, in the educational theory, attempt to advance same wa research.” molo industrial design educators ma ombined with overall content knowledge and knowledge content overall with combined come have design educators Quality pedagogy. design, matter in industrial the subject to know but the content itself, for also in terms not only Shulman and “learnability.” of its “teachability” as the “trans- ) conceptualized these (1986, p.9 into formation knowledge of subject-matter The implica- the students.” forms to accessible tions for this in terms of quality industrial of design instructionblending will require this design context, professional content knowledge, Geddis (1993) of pedagogy. and knowledge to trans- informed us that “in order to be able a into form subject matter content knowledge teachers need to form to students, accessible a multitude of particular the things about know (p. to its teachability” content that are relevant the to do this is indeed ways 676). Developing of a type that charac- knowledge creation of new and it is part of her/his terizes the good teacher, commu- The design education professional skill. teachers the requirement for nity must recognize to oppor industrial design professionals to becoming The PCK model industrial design educators. for the fieldcould serve as a catalyst of industri- al design education to produce a conceptual for the teaching of and taxonomy framework future PCK studies industrial design upon which in industrial design education can be based. (or taxonomies) These conceptual frameworks help within a field to articulate the core knowl- edge, skills, and dispositions that define practice 1980). (Travers, The Journal of Technology Studies 50 inform aframework thecontent inform thatdefines component of the NASAD standardsthat can education. knowledge competenciesforindustrialdesign dards pro innovative programs. interdisciplinary education by coursesandcreating integrating for institutionstostrengthenindustrialdesign designers. These guidelinesprovide thefreedom ar and naturalsciences,thesocial Conceptsandcoursesfromthephysicalgrams. education forindustrialdesignpro- content, andtimerequirementsshallenab lowing. for industrialdesignprograms includethefol- and communicationskills. plines andtechnology, utilizingproblem-solving involves disci- acombinationofthevisualarts industrial design.Industrialdesigneducation programs, professionaldegree suchas specific anddesign,standardsguidelinesfor arts programs degree inthevisual all undergraduate institutions, generalstandardsandguidelinesfor NASAD provides basiccriteriaformember ognized by theU.S. ofEducation. Department anddesignrec- agency coveringofart thefield (NASAD). NASAD istheonly accrediting Association ofSchools andDesign Art for industrialdesignprograms istheNational Education Accreditation andGuidelinesfor IndustrialDesign 30%; studiesinar related technologies, 25- andthevisualarts, the totalprogram; supportive courseindesign, studies inindustrialdesigncomprise30-35%of normally adheretothefollowing guidelines: toaccomplishthispurpose design. Curricula inindustrial professional baccalaureatedegree and competenciesexpected ofthoseholdinga dents todevelop therange ofknowledge, skills, pro mall ar in design,relatedtechnologies, andthevisual Studies inindustrialdesign;supportive courses and generalstudieselectives, 25-30%. ts and humanities are important forindustrial ts andhumanitiesareimportant ts; andstudiesinar vide guidelinesforawell-rounded general y Essential competencies. Curricular structure. NASAD standardsandguidelines Specific The accreditingbodyintheUnitedStates General studies. total atleast65%ofthecurriculum. vide guidanceintheessential orcore This isperhapsthemostinformative t and designhistory t The NASAD standards and designhistoriesnor- Curricular structure, Curricular The NASAD stan- , 10-15%; le stu- the inclusion of essential opportunities tolearn the inclusionof essentialopportunities unique feature of theNASAD standardsguideis and instruction. design learning the PCKmodelofunderstanding industrial edge thatinteractswithpedagogy andcontext in thecorebodyofknowl-knowledge thatdefines asacatalyst thecontent forarticulating the field knowledge competenciesincludethefollowing: knowledge componentofthePCKmodel. The Essential opportunities andexperiences. Essential opportunities A These essentialcompetenciescouldserve (f.) Studies relatedtoend-userpsychology, (e.) The abilitytocommunicateconcepts (d.) The abilitytoinvestigate andsynthe- (c.) Functional knowledge ofbasicbusi- (b.) Knowledge ofcomputer-aided drafting (a.) A foundationalunderstandingofhow human factors, and user interfaces. anduserinterfaces. human factors, detailed andspecific. ranging fromsketch orabstractto and 3-Dmedia,levels ofdetailing 2-D include verbal andwritten forms, employers. ers; andtoprospective clients and and colleagues;toclientsemploy- and requirementstootherdesigners ofindustrialdesign. and thehistory ness practices,professionalpractice, tools. using state-of-the-art tured; andhow ideascanbepresented desirable; how productsaremanufac- makes productsuseful,usable, and made towork betterforpeople;what products work; how productscanbe graphic software.graphic two-dimensional andthree-dimensional designs (CAID),andappropriate (CAD), computer-aided industrial and test and refine solutions. and testrefine conceptualize andevaluate alternatives; problems, variables, andrequirements; designers thusmustbeable todef aesthetics, andsafety. Industrial value, ofsatisfaction, user interms reconcile theseneedswiththoseofthe and ecological responsibilitiesandto servicing, engineering, manufacturing, size theneedsofmarketing, sales, These communicationskills ine The Journal of Technology Studies 51 ts usiness wing: raduates. Yeh and design, and ar t of ar design for people to use, y y address the concept of ID context and address the concept of ID context y Wen-Deh Yeh from the University of from the University Yeh Wen-Deh Creative problem solving, 2-D concept solving, problem Creative written communica- and verbal sketching, manufacturingtion, materials and process, industrial design, multi-dis- computer-aided ciplinary mak- interaction, concept model ing, internship design or co-op experience, mathematics and science, graphic theory, cognitive design, engineering technologies, research and and consumer psychology, and b documentation, marketing practice, histor and humanities. Although the information prac- about what eyed industrial design educators, graduates, eyed its relevance to PCK (Croston, 1998). its relevance – Madison (1999), conducted another Wisconsin research searching piece of survey informative in industrial design for strengths and weaknesses identified critical com- seven Yeh curriculums. made up of 69 specificpetence categories com- petencies for industrial design g surv of industrial designers regarding and employers competencies. the importance of the individual The top five reported competencies for industri- of knowledge creativity, al designers were: solv- three-dimensional form, ability in problem ing, ability in visualizing design, and critical study concluded Yeh’s thinking. Specifically, that the central competencies of industrial designers should include the follo and the taxonomy for PCK research in industrial design. in industrial PCK research for taxonomy of knowledge a taxonomy toward Movement within a field in technical often been elusive has the core content Examining what fields of study. of experts research and polling is through adds of a to the content component external validity that (1998) categories Croston’s PCK model. are listed in the fol- resulted from his research of the paragraph, parallel many and they lowing The critical content accreditation areas. in the practicing professionals by expressed industrial design field the following: include ticing professionals viewed as important in these ticing professionals viewed is interesting and speaks to PCK, the categories information for this discussion is more relevant selected. Croston’s that were the categories conclusions stress the importance of (1998) own model teaching students through experimenting, allow These making, prototyping, and testing. nature design students to understand the tangible of the products the xt and Defining Critical Content h uction. projects. (NASAD, 2008). projects. (NASAD, woodworking, metalworking, and plas- metalworking, woodworking, tics laboratories; libraries with relevant industrial design materials; and other facilities related to appropriate work the major. uate study in areas that intensify uate study in areas concepts skills and already-developed of the pro- and that broaden knowledge design. Studies fession of industrial from engineering, might be drawn business, the practice and history of or visual art, design, and technology, interdisciplinary related to programs industrial design. and other field indus- with experiences try recommended groups are strongly possible. whenever Robert Croston from Drexel University University Robertfrom Drexel Croston These essential competencies could serve (a.) Opportunities for advanced undergrad- Opportunities(a.) for advanced access to computer facilities; Easy (b.) programs, Internships,(c.) collaborative Participation(d.) in multidisciplinary team gories that were selected for the research gories that were to Inform PCK to Inform conducted a survey in 1997-1998 on the growth conducted a survey of the industrial design profession and what in an industrial practicing designers expected of industrial design curriculum. Employers as “very designers rated subject area categories The or “unimportant.” “needed,” important,” cate to the creation of a lend themselves may Connecting Researc the field for articulating the conte as a catalyst and professional experiences. These areas are These experiences. and professional fields in other neglected often and of study could servetechnical fields. a model for other as opportunitiesThe essential to learn and experi- the following: ence include or professional practice that define the core how This has a direct is applied. body of knowledge in the and content influence on the pedagogy PCK model of understanding industrial design, The essential core learning, and instruction. competencies, the essential opportunities to learn, position the field and the experiences of other tech- ahead of many industrial design well nical fields in building a PCK model for learn- ing and instr The Journal of Technology Studies 52 opment. providing devel- clear guidanceforcurriculum a industrial designwould alleviate thediffusion of taxonomyteaching andlearning forthestudyof knowledge. The development ofanexplicit design applicationcontext, andpedago content knowledge, professional practiceand ate theinherentoverlap between generaldesign as acatalyst inhelpingdesigneducatorsnegoti- as opposedtothepracticeofdesign,couldserve chical domainsinthestudyofindustrialdesign could leadtopowerful teaching. ;suchatool student ability and background ways that teacherscouldrespondtovarying for pedagogically powerful andyet adaptive to kno what studentsboth design educatorsdefine essential contentknowledge canhelpindustrial room practicewithinataxonomy orhierarchy of industrial designcontent,principles,andclass- trial designers. edge, skills,anddispositionsrequiredofindus- reflectsomeofthekno edge, thesefindings teachercontentknowl-onomies play indefining to-date. InlightofPCKandtherolecontenttax- designer who wants tokeep himself/herselfup- a education. Finally, Yeh recommendedthatbeing intoindustrialdesign tices shouldbeintegrated processes andtheknowledge prac- ofbusiness computer/technology toaidinthedesign education communityandw rather thanexpend resourceson work on tomoresignificant turn (Wiley, cooperation amongindustrialdesigneducators meaningfulcommunicationand also facilitate w A professionals in the field. professionals inthefield. curriculum that claimstoteachdesignwhile curriculum continual learner iscriticaltoanindustrial continual learner ell-designed taxonom The organization ofdomainsappropriate In addition,theabilitytouse • • • • • • • • written Communication skills,visual,oral,and Creative thinkingandconceptualization Problem-solving abilities w Technical-drafting ability anufacturing technologymanufacturing Knowledge andhand-onexperience of Model-making skills Form-developing skills Knowledge ofhumanfactors 2001). Conversation andefforts could and A well-understood taxonomy would be able todo y A taxonomy ofhierar- to becomepracticing can guidethedesign ould setthestage what toteach how toteach gical need wl- . Although thiscasecanbemadeforman ly lower thanthesalariesofprofessionals. experience appearedunchanged andsubstantial- er lev increasesatallexperience salary sharp reported by theIndustrialDesignersSocietyof America sional. The 2000compensationstudyconducted pared tothepracticingindustrialdesignprofes- are even lower com- ofrealearnings interms versity level, industrialdesigneducatorsalaries Master’s toteachatthecollege Degree oruni- additional years spenttoear gap andthe salary Considering thesignificant $79,198 (anaverage was highsalary $175,000). average was salary Professional practitioners’ $51,833 (anaverage was highsalary $74,500). ofU.S.salary industrialdesigneducatorswas becoming stagnant. As a result,the than the prospectof is moreexcruciating evolving market. To theseprofessionals,nothing tostaymust remaincurrent competitive in an changing, moving, growing, they andlearning; Professionals inindustrialdesign areconstantly kno use,andaccess(orthink about) sional arrange, 1987) onhow teachersandpracticingprofes- represents thetensionraisedb manner? trial designinanintegrated This issue achie jects doesateacherneedmastertoeffectively knowledge acrosseachoftheseinteractingsub- A required toteachindustrialdesigneffectively. of essentialcompetenciesknowledge thatis than larger fields. trial designeducation)perhapsareaffected more ofstudy(like indus- smallerfields nical fields, http://www conducted by apopulardesignwebsite, the designeducator. survey Basedonasalary for successfulindustrialdesignpractitionersand here isthediscrepancy between compensation easily Perhaps facilitated. theforemost issue professional practiceandeducationarenot professional “bordercrossings”between becoming industrialdesigneducators. These industrial designpracticingprofessionalsfrom challenge isthetransitionalphasethatprevents of PCKfordesigneducation.Ofsignificant that interacttochallengetheconceptualization Educators Challenges toDeveloping IndustrialDesign , significant questionremains:what level of significant els ofpracticingindustrialdesigners;how the salariesofeducatorswithequalyears of wledge within a field dif wledge withinafield Another key elementhereisthebroadrange There areseveral professionalcomplexities ve alevel ofPCKinordertoteachindus- .Coroflot.com in 2007,theaverage n ferently. the required y Shulman (1986, y may change y tech- ev- The Journal of Technology Studies 53 gy, The their ve w rate or translate that knowledge into or translate that knowledge m The use of taxonomies and frameworks as a The use of taxonomies and frameworks wledge development in industrial design wledge development en to the different components of PCK. en to the different content well, but they may not have learned how have not may but they content well, to transfor meaningful instruction that students can access. importance researchers and educators have that giv and tax- frameworks need for organizational onomies in industrial design education provides and integ an opportunity to organize centered on PCK and its appli- research efforts cation in design education. a foundation for future research also can provide model for industrial design educator preparation. pro- conference and workshop example, For topic-specificgrams on developing could focus design educators. Many PCK for prospective potential industrial design educators kno teachers to identify and characterize different attributes teaching; these of industrial design pedago include content domain knowledge, knowl- to formand context a rich and flexible In edge base for industrial design educators. the relati addition, these authors recognize in university practices. And finallyAnd educators practices. in university indus- of the assumptions examine to can begin education the industrial design trial design, in this that PCK plays and the roles community, PCK interrelationshipsThe general community. of PCK taxonomy creation of a and the potential a rel- design attributesfor industrial provide can scheme for categorization comprehensive atively in design development future studies of PCK An interest & Mishra, 2008). education (Koehler as and perspective in PCK as an epistemological a educators has pro- base for design knowledge upon framework duced a need for a conceptual The future PCK studies can be based. which suggested and frameworks need for taxonomies some insight into where in this article provide necessaryadditional thought is in industrial design education as members of the field grap- tech- ple with the infusion of an ever-changing the general taxonomy First, evolution. nological researchers and industrial of PCK will allow to more accurately design education programs knowl- identify and address distinctions among design disci- industrial edge bases of various regard- subjects, and topics plines, technological a Thus, it can provide ing professional practice. classification scheme for implementing unique instructional methods in the industrial design of the taxonomy education classroom. Second, study PCK attributes can help researchers who kno ganiza- taught in the wledge. encountered as y y by Miller and Miller by the creation of an or w the Industrial Designers Society of uction. e The benefit of looking at the challenges Why do offer PCK as an essential part PCK as an essential of do offer Why Another issue in the quality of teaching in Another issue in the eaching they received their own design education. An design education. their own received they graduatededucator who from a small program limited frame of refer- a particularly have would This issue could ence for appropriate pedagogy. organi- the professional perhaps be addressed by zations, lik for workshops America (IDSA), that offer to design educators at annual conferences kno increase their pedagogical Prospective design educators also could consult Prospective to learn pedagogical the resources available techniques in technical fields (e.g., the classic, and their Jobs Instructors (2008). of industrial design education through the PCK concept is to allo discussed in the prior taxon- essential categories techniques section, and the pedagogical omy This research in design educa- utilized. typically overall a means to improve tion should provide design instr tional framework for design education. This for design education. tional framework knowl- into what an investigation should allow edge and skills are consistentl thinking about industrial design education? PCK on to consider the can help educators to move the bifurcation of content face by they problems implicit in standards and explicit and pedagogy Implications for Industrial Design Programs and Industrial Design Programs Implications for T jobs more frequently. In contrast, it appears that it In contrast, more frequently. jobs facultythe “senior industrial or members” with a remained that have design educators fewer make an entire career for single university fundamental or teach and repeatedly job changes opportunities to few have they core content; leading-edge contemporary through innovate as far as to (2003) went Novak design problems. of these facultyassert be appear to that, many inept in their design abilities, which somewhat a found somehow have that they suggest may place to hide. the lack of training in industrial design is meth- instructional techniques and pedagogical if the best- educators. Even ods for most design facilitated border crossing could be made by the ranks bringing a practicing professional into the pedagogical of industrial design educator, component of the PCK model of instruction deficient. be would Practicing professionals can instincts for teaching coupled with use their own the teaching models that the The Journal of Technology Studies 54 Cochran, K.F iha . K Mishra, P., Croston, R.(1998).Industrialdesignemployment andeducationsur Survey.Coroflot DesignSalary (2007).Retrieved October10,2009,fromhttp://www.coroflot.com. McCor Darling-Hammond Geddis, Miller, Bloom, B. S.(1956). References National Le Industrial DesignersSocietyof America. (2000). Koehler, that alleducators,develop anunderstanding qualif thepreparationofhighlycussion concerning a that thedevelopment oftaxonomieswillprovide concepts thatshouldbeexplored. Itisourhope arealso professionals outsideofthefaculty of sponsoredprojectsandinputfromcurrent practice context intoinstruction. The importance ly infusecontentknowledge andprofessional the industrialdesignclassroomthatappropriate- classify thevarious typesofPCKemployed in research. Oneobvious areaistoidentifyand PCK fromfurther cation programs couldbenefit (Darling-Hammond,tent backgrounds 1991). other topicsanddomainsbasedupontheircon- domain. They canthenapply thesestrategies to toanothertopicor that canlaterbetransferred modelsofdesigneducationwithintopics plary istheeffectiveWhat isnecessary useofexem- foundation for future research and further dis- foundation forfutureresearchandfurther McKay T Education Confer model for teacher pr Retriev art designhandbook. 56(2), 47-48. (pp. 3-29).New York: Routledge. Technology (Eds.). IDSA Education, 15 for teacherkno Lear wis, T., &Zuga, K.F. (2005). echnical Pub Directly orindirectly, industrialdesignedu- ied industrialdesigneducators.Itisvital ning. mack, A. J., & Yager, R.E.(1989). A new taxonomy ofscienceeducation. W A. N. (1993). 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Design atMetropolitan StateCollege ofDenver, Professor intheDepartmentofIndustrial Tau. member ofthe Alpha Phichapter ofEpsilonPi Colorado StateUniversity, Fort Collins.Heisa Electrical andComputerEngineeringat Engineering EducationintheDepartmentof Metropolitan StateCollege ofDenver, Colorado. Chair f cal methods. sional experience, andknowledgeof pedagogi- ofprofes- industrial designcontent,thebenefits manner thatreflectstheknowledge oftoday’s about how domainsina toteachintegrated Pedagogical content knowledge: A tentative . IndustrialDesignersSocietyof America Mr. "Ted" JinseupShinisan Assistant Dr. Michael A. DeMiranda isaprofessor of Dr. Kenneth R.PhillipsistheDepartment 1017-1054. , or theIndustrialDesignDepartmentat ult ecig 1(1),6-7. Quality Teaching, (4th ed.).OrlandPark, IL: National association ofschools and vey. Wh y r y design? esults. 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