Reflections - Robert Adolfsson

Reflections Interview

In my role as coordinator and supervisor of the Reflections module, I have a broad view on the whole BA programme. We are 12 coaches from different backgrounds, who coach students through their education and reflect about what they can do as designers. We started the Reflections programme two and a half years ago. It’s still a challenge to work with such a diverse group of coaches while making sure to have comparable outcomes for the students. As a coordinator, I want the coaches to have the space to set up their programme in the 20 weeks semester, in a way that fits their qualities and is consistent, following the students in their path. We have a constant exchange between the coaches, check in and learn from each other. As we share our best practices, we create an overall programme that works for most students, while also accepting that people have different rhythms and different ways of working.

The coaching programme is essential to the students’ experience I believe, because we’re offering them a platform to reflect on decisions within this fluid school system. Since our programme is set up for the students making their own choices, this is a place where they can reflect upon those decisions. The programme is not attached to an assignment or a product. In the end, the goal is that students get to make a choice that takes them further in their professional development.

The groups are diverse, with students coming together from different years. Fourth year students can look back, meeting first year students. That kind of interaction triggers reflection and enriches their experiences.

As coaches, we all work a bit differently, we have different ways of approaching the student groups. For instance, I like to have a morning walk with the students, where we come up with themes to talk about. Then later in the day, we talk about some of their problems. In the afternoons, I always talk to students that can’t be in school or aren’t doing so well.

The conversations are usually quite similar at different phases of the semester. Sometimes it can be good to feel the group and propose a topic. Sometimes we kindly remind students of their deadlines. The school system will colour our conversations. Coming from different studio programs, students discuss what they’re doing and this can also be a confronting experience. Agreeing with each other is not always a good starting point for a learning space.

“How are you doing today?” can be a confronting question. Some students are very concerned about the state of the world, and we need to provide the space to also reflect on those issues. Those conversations come up. We have been dealing with these situations with the intention of listening well and understanding without judging, by building a certain sense of trust. When people know each other better, more difficult questions can be talked about. As coaches we create long-term relations with the students and stay with them consistently throughout their education at DAE.

What I find exciting is finding connections within the education at DAE. I think the key is to find a common shared language that can be adapted—also for the coaches to integrate better. Few schools have this integrated system of coaches throughout the four years of the BA programme. I’m proud of what we do because we support the unique study format of Design Academy.

Reflections - Robert Adolfsson

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