Pedagogy and Professional Development

Re-designing Fashion Design Curricula for a New Generation of Learners

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Abstract

As Gen Z and Millennials are transitioning into higher education and the workforce, a gap between what teachers are teaching today and the unknown needed skills of the future is widening (Weidmer, 2015). The fashion industry is experiencing a revolution not only by rapidly evolving technology, but from consumer demands for more sustainable and responsible practices. As fashion design is inherently hands-on and practice-driven, how do we balance traditional making skills while integrating rapidly expanding technologies? What is considered fundamental fashion design knowledge? Are we ready to instruct this new generation of learners with consideration to their motivations, attitudes and values, while also enhancing our own technological competencies in the process? The purpose of this paper is to share the pedagogical research approach that faculty employed between 2015-2017 to assess the Fashion Design Program at the University of Cincinnati, identify problems, forecast curricular directions, and to begin to translate these findings into actionable outcomes. The paper describes activities and key outcomes with the aim to contribute to the broader conversation around holistic pedagogical strategies for fashion design curriculum development.

Keywords: curriculum development, fashion design education, generation z

How to Cite:

Brandewie, B. & Kim, I., (2019) “Re-designing Fashion Design Curricula for a New Generation of Learners”, International Textile and Apparel Association Annual Conference Proceedings 76(1). doi: https://doi.org/10.31274/itaa.9788