Effective Design Critique Strategies Across Disciplines

Call for Submissions


The goal of this edited book is to provide collegiate educators from all disciplines with a manual for implementing critique, a process of feedback well-known and utilized among the design disciplines. The manual will feature a collection of immersive critiquing activities that engage students and instructors alike. They include anecdotal accounts of trying new things in unusual learning environments, as well as theory-based approaches and scientific investigations concerning design pedagogy.

This manual will fill a distinct gap in resources available to design and project-based educators. Currently, nothing in the nature of a compiled source of critique-based research and resources exists. This proposed manual will provide instructors with a resource of ideas for how to purposefully craft a critiquing process (i.e. for a design studio, for an inexperienced group of students, to give all students a voice in a peer review, to prepare students to effectively provide and receive criticism). Filling the gap is important because when approaches to alternative critiquing methods lack guidance, strategy, and theoretical basis, they can fuel a negative or confusing experience for learners. Like any skill, implementing creative critiquing methods takes guidance and practice.


The editors are currently accepting submissions that address a broad range of categories including (but not limited to) design critiquing strategies:

  • Across design disciplines
  • For non-studio courses
  • For alternative learning environments
  • That employ the use of technology and/or online tools
  • That enhance the awareness of community, diversity, and inclusion
  • That explore variable teaching and learning styles, including those specific to Generation Z

This manual is intended to be a resource of design-inspired approaches that any project-based educator can use to facilitate effective and creative evaluations. The criteria for such strategies are five-fold.  First, they should improve the frequency and quality of feedback by implementing clear and relevant guidelines. Second, they should facilitate knowledge acquisition during the process. Third, they should engage both learners and instructors. Fourth, they should reflect consideration of inclusion and diversity among learners. And fifth, they should broaden perspective and enlighten transdisciplinary applications, illustrating the possibilities of engaging studio methodologies of assessment within learning ecosystems outside of design.

Criteria for Review

  • Well organized, clear, and appropriate for the intended audience.
  • Demonstrates an effective approach that is contextually unique and/or challenges a paradigm or norm.
  • Adds significant value to design and/or studio-based education.
  • Lends itself to easy adoption by educators from other institutions.

Submission Process

  • Prepare the paper using the submission formatting guidelines (click to download). The final document will be uploaded through an online submission form (click to access).
  • Note that author information is required to complete the form including: title of the paper, name of author(s), institution / affiliation, 200-word author bio(s), and contact information.

Tentative Schedule

October 15, 2019 - Publish the call for proposals and selection criteria

March 1, 2020 - Deadline for submissions

June 1, 2020 - Deadline for double-blind peer review

July 15, 2020 - Distribute acceptance letters and requests for revisions to authors

August 15, 2010 - Deadline for revisions

January 15, 2021 - Publication available online


Contact Editors Stephanie Zollinger (University of Minnesota)  szolling@umn.edu or Jody Nyboer (Syracuse University)  jlnyboer@syr.edu.