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PJIM Vol VIIl Iss 1 ID 154
PJIM Vol VIIl Iss 1 ID 154
introduces strategies for designing effective visual commu- and group reflection before plunging into the act
nications appropriate for various users, audiences, and of designing again. This repetition of design-critique-
platforms. Success within the class requires the utilization design creates a tacit transference of knowledge that
of quantitative reasoning (QR) skills as expressed by the ideally scaffolds a student’s understanding of design
ability to analyze data and design representations based processes and competencies.
on evidence. The course integrates lectures and exercises The design critique is a widely used assessment tool
specifically designed to build QR competencies, including: in design studio classes and arguably the single most
consistently employed classroom activity—from
• The review of mathematical equations for foundations to senior portfolio—students encounter
the calculation of fractions and percentages in an undergraduate design program. Traditionally, the
critique consists of project presentations at various stages
• An overview of statistical literacy and the ability of completion, and the subsequent feedback provided
to retrieve and accurately read data tables through peers, teachers, and invited guest critics. A basic
tenet of the critique is that the individual and the group
• Graphing and mapping methodologies benefit from the process; students demonstrate an under-
standing of design principles and strategies through
I N FO R M ATIO N DE S I G N , FAL L 2013 the work and through the questions, comments, and
Enrollment in Information Design, Fall 2013 was predom- ensuing dialogue. The objective of the event is to create
inately female (ten females and four males) and diverse a collaborative environment that facilitates the devel-
in ethnicity (four Asian; seven Hispanic; three White). opment of design and presentation skills and provides
Four of the students were born in the United States, a measure of gauging success for a particular project.
and the remaining ten were born elsewhere. A diagnostic Schrand and Eliason’s research indicates that
quiz administered on the first day of class revealed that the classroom setting does not always allow all types
only two of the fourteen students could successfully of students to participate, and students who are not
answer all nine of questions that related to the basic confident enough to ask questions are further left behind.8
calculation of fractions, percentages and knowledge Barrett and Percy cite frustration, alienation, and lack
of conventional graphing techniques. of student participation as outcomes of the traditional
design critique.9 Studies of the communicative aspects
I N FO R M ATIO N DE S I G N , S PR I N G 2015 of the critique assess some of the challenges, and further
Enrollment in Information Design, Spring 2015 was research yields a list of factors that may impede student
predominately female (fourteen females, two males) learning, including the size and dynamics of the group;
and diverse in ethnicity (ten Asian; three Hispanic; language and cultural competencies; and perceived
two White; one Black). Six of the students were born self-efficacy.11
in the United States, and the remaining 10 were born That the design critique universally results in the
elsewhere. The diagnostic quiz administered on the first tacit transference of knowledge may not be the typical
day of class, revealed that only five of the sixteen students experience for all students or for all classroom environ-
could successfully answerall of the questions. ments. Mapping the Critique, proposes an alternative to
the traditional critique that produces a greater engagement
T H E D ESI G N C R I TI Q UE in the critique process, a more granular assessment for
each project and the refinement of QR skills.
…the paradox inherent in learning to design places
the student in a predicament. He is expected to T HE A SSIGN ME N T: MA P P IN G T HE C R IT IQ U E
plunge into designing, trying from the outset to Prior assignments to Mapping the Critique in Information
do what he does not yet know how to do, in order Design included exercises in the review of calculation
to get the sort of experience that will help him learn of fractions and percentages; retrieval of data from open-
what designing means.7 source databases; and the creation of tables, graphs, charts,
timelines, and maps. The traditional verbal critique was
The design-education experience is analogous to a sink- the primary source of feedback for the majority of assign-
or-swim method of learning. Students plunge into ments. In both sections critiques tended to be dominated
designing and surface for a period of self-reflection by a few students, with many students displaying apathetic
PA R SON S JOU R N A L FOR INFO RM ATIO N M APPING © 2016 PARSONS JOURNAL FOR
V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 2 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
behavior such as texting, web surfing, chatting, and dozing week with a group discussion on the method of collection
during the critique process and participating only when and an assessment of the quality of the data. (Were
called on. For the third and final critique of a midterm the sets complete? Should the response “No Answer”
project, the traditional critique was replaced with be included or ignored?) The discussion was followed
a nonverbal assessment and developed into a fourth class with a short lecture on normal (Gaussian) distribution.
assignment, Mapping the Critique. The next step required students to create a data visual-
Like a traditional critique, the activity began with ization of the collected data. Upon completion of the
students pinning their work to the display board. The data visualization project, students were privately
students received a survey with questions regarding informed of which data set was associated with each
research, originality of topic and solution and the relative of their midterm projects.
success of each project. The Spring 2015 survey added
two questions from the original survey distributed in Fall R E SU LT S
2013 to distinguish use of color and typography within ST U D E N T R E SP O N SE T O T HE SU RV E Y
a design. Students were encouraged to ask questions to Students were invited to comment on the projects after
clarify the survey questions, but were asked to refrain all the surveys had been collected. In both sections,
from making comments about the presented projects. the class comments tended to be short and on-point.
After the completion and collection of a set of surveys, the When asked for feedback on the experience of completing
group repeated the process for each project. Throughout a survey rather than participating in the traditional
the survey activity, students were instructed to spread out critique, students in both sections of the course
to answer survey questions and to refrain from leaving any responded with enthusiasm—several expressed the
identifying information about themselves on the surveys. desire to incorporate the survey into all class critiques.
The teacher generated a numbering system to identify the Increased engagement of the class was noticed in subse-
projects, which received a new set of codes after collection quent critiques of both sections for the remainder of
to further minimize the possibility of identification of the semester. A greater number of students participated
individuals with survey responses. without prompting and a greater range of opinions
Data sets were distributed to students the following were expressed.
PA R SON S JOU R N A L FOR INFO RM ATIO N M APPING © 2016 PARSONS JOURNAL FOR
V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 3 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
PA R SON S JOU R N A L FOR INFO RM ATIO N M APPING © 2016 PARSONS JOURNAL FOR
V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 4 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
Figure 3: Madison Chajon, Mapping the Critique, Figure 4: Praveena Persuad, Mapping the Critique,
Fall 2013. Fall 2013.
Figure 1–9 shows students’ solutions to the assignment of Mapping the Critique. Student efforts reveal a wide array
of original solutions and the ability to visualize data through the use of graphs, charts, and diagrams.
PA R SON S JOU R N A L FOR INFO RM ATIO N M APPING © 2016 PARSONS JOURNAL FOR
V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 5 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
Figure 5: Samiha Meah, Mapping the Critique, Spring 2015. Figure 6: Elena Akulova, Mapping the Critique, Fall 2013.
Figure 7: Okhee Kim, Mapping the Critique, Fall 2013. Figure 8: Emelin Herrera, Mapping the Critique,
Spring 2015.
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V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 6 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
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V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 7 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
BI O G R A PH Y NOTES
Kathryn Weinstein is Associate Professor of Graphic
Design at Queens College, CUNY. Her work spans media, 1 Steen, Lynn A. “Adrift in a Sea of Numbers.” Hon-
including web interface design, print design and photog- ors Day Convocation, St Olaf College. 2009. Accessed
raphy. Much of her work has focused on not-for-profit November 28, 2015. http://www.stolaf.edu/people/steen/
institutions, including arts foundations, local health Papers/09adrift.pdf.
and housing services, legal defense and youth services.
She has received funding from CUNY Workforce Develop- 2 Elrod, Susan. “Quantitative Reasoning: The Next
ment Initiative, PSC CUNY and CUNY Service Corps to ‘Across the Curriculum’ Movement.” Association of Ameri-
implement internship programs and track career pathways can Colleges & Universities. 2012. Accessed November
of former interns. She is co-founder and co-director 1, 2015. https://www.aacu.org/peerreview/2014/summer/
of Design Incubation. elrod.
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V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 8 ] INSTITUTE FOR INFORMATION MAPPING
MAPPING THE CRITIQUE
KATHRYN WEINSTEIN, MFA
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V OLU ME V III ISSU E 1, WINTER 2016 INFORMATION MAPPING AND PARSONS
[PA G E 9 ] INSTITUTE FOR INFORMATION MAPPING