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This piece begins with the authors’ contention that design education must challenge design stu­ dents to reframe their negative assumptions about teamwork in preparation for collaborations with future colleagues and communities who operate knowledge bases outside of the contexts established for and by designers. Guided by constructive­developmental pedagogy, a this case study report recounts a series of undergraduate graphic design courses taught by the authors over a three­year period, along with a secondary analysis of literature on mechanisms of collaboration in both vocational and educational contexts. A constructive­developmental paradigm suggests that undergraduate design students (and undergraduate students from other disciplines) can devel­ op critical thinking and sophisticated problem­solving skills by first constructing a deep, broadly informed understanding of self. The authors propose a model to guide undergraduate design students toward self­discovery based on observable personality traits which they have chosen to refer to as Design Powers. By identifying their individual personality traits and creative motiva­ tions, young designers can learn to work productively in teams that value meaningful input from diverse personalities. According to the authors, a Design Power is a design personality profile based on what moti­ vates individuals to produce, create, and engage in design. Inspired by American psychologist David Keirsey’s idea of the integrated whole, b the authors’ investigate design personalities by looking at the creative preferences of an emerging designer as a whole, rather than according to independent scales or personality aspects, much like the Myers­Briggs method of personality assessment (also known as the Myers–Briggs Type Indicator). c Grouped under four distinct design profiles by the authors — Tinkerer, Dreamer, Storyteller, or Conductor — the reduction of the personality assess­ ment of given graphic design students to one of these four personality profiles serves to promote self­awareness, rather than diminish, the complexity of individuals.

The Design Powers System: Cultivating Design Competencies in Collaborative Endeavors