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As enrollment grew from 20 students in 2016 to 50 in 2021, pandemic restrictions forced the program to confront “scaling up” and to reimagine virtual studio learning. The work examines crisis dimensions, hidden curricula of peer feedback and critique, and the redesign of supports for studio practice. Changes are framed to enable lasting improvements after restrictions ease.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scaling-up-and-adapting-to-crisis-shifting-a-residential-ux-studio-program-online/600160/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scaling-up-and-adapting-to-crisis-shifting-a-residential-ux-studio-program-online/600160.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the paper?","Question",{"text":112,"@type":113},"The paper describes how a residential UX studio program at Purdue University shifted online during pandemic restrictions, and what pedagogical changes followed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the program evolve before the pandemic?",{"text":117,"@type":113},"The program grew from 20 students in 2016 to 50 students in 2021, supported by multiple overlapping studio experiences and vertical integration across cohorts.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did the pandemic create for studio pedagogy?",{"text":121,"@type":113},"Pandemic restrictions intensified both “scaling up” needs and the challenge of building a virtual studio pedagogy while preserving mentorship, social bonds, and reflective learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600160,1792463774,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","“Scaling Up” and Adapting to Crisis: Shifting a Residential UX Studio Program Online  \nColin M. Gray, Purdue University, USA  \nAbstract  \nOur undergraduate UX program at Purdue University launched in 2016 as one of the first UXfocused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one’s own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of “scaling up” and the challenges of building a virtual studio pedagogy thus met. Our “hidden curriculum” of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting “dimensions of crisis” that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside.  \nKeywords  \nUX design; hybrid pedagogies; praxis; identity formation; critique; hidden curriculum  \nIntroduction  \nStudio education has changed shape in the last two decades, impacted both by the increasing number of design disciplines that have emerged in relation to new technological capability (Faiola, 2007; Friedman, 2012) and the increasing profile and power of design in industry and everyday life (Kolko, 2018) . While the roots of studio education—situated in the social and creative terms of the atelier or studio master—still live on in many art and design programs, there has also been interest in exploring how the “essence” of studio pedagogy might be adopted and adapted in other disciplinary contexts or emergent design disciplines (Gray, 2016) . These emergent views of studio have prompted a range of points of reflection on what studio is (cf., Cennamo, 2016), what elements are core to or characteristic of studio pedagogy (Klebesadel & Kornetsky, 2009; Shulman, 2005), and if we can create a comprehensive list of the properties—that in whole or in various combinations—that define studio experiences (e.g.,“recipes” in Jones, 2020) .  \nWhile there are numerous and interesting challenges that have been experienced in traditional art and design disciplines relating to studio practices, ranging from financial pressures of austerity in the neoliberal university to shifting technological expectations to changing expectations around the power-laden roles of tutors and students, I wish to focus on the  \nuptake of studio in new design disciplines. Building on Buchanan’s (1995)“four orders of design,” new areas of design practice that reference—yet exceed—the outcomes defined by traditional modes of design that are characterized by their outputs (e.g., sign and symbol systems for graphic design; physical products for industrial design) are increasingly relevant and connected to the uptake of design as a strategic force in shaping our everyday lives. From the roots of interaction design in the 1990s in the Netherlands (Höök & Löwgren, 2021) to more recent attempts to define systemic design, strategic design, service design, and user experience (UX) design, among others, the world of design has expanded dramatically. Even so, the framing of studio pedagogy, particularly in the scholarly tradition, has remained relatively static, with practices still often bearing direct relations to the roots of the studio at École des Beaux-Arts or the Bauhaus (Cennamo, 2016) . In this paper, I will see","cbCaikfh3Yl5fQqI","https://ap.wps.com/l/cbCaikfh3Yl5fQqI","pdf",480312,13,"English","# Introduction\n## Studio education and disciplinary expansion\n## Purpose and scope of the paper\n# Scaling Up and Adapting to Crisis\n## Program origins and pedagogical principles\n## Vertical integration and studio learning outcomes","[{\"question\":\"What is the focus of the paper?\",\"answer\":\"The paper describes how a residential UX studio program at Purdue University shifted online during pandemic restrictions, and what pedagogical changes followed.\"},{\"question\":\"How did the program evolve before the pandemic?\",\"answer\":\"The program grew from 20 students in 2016 to 50 students in 2021, supported by multiple overlapping studio experiences and vertical integration across cohorts.\"},{\"question\":\"What challenges did the pandemic create for studio pedagogy?\",\"answer\":\"Pandemic restrictions intensified both “scaling up” needs and the challenge of building a virtual studio pedagogy while preserving mentorship, social bonds, and reflective learning.\"}]","Scaling Up and Adapting to Crisis - Shifting a Residential UX Studio Program Online | PDF",1792090149,33]