#283: Semi-Formal Learning Groups as Design Interventions in Doctoral Education

A semi-formal learning group of four doctoral students and one faculty member in art education met biweekly over two years (2023-2025) to share artworks, written reflections, and personal narratives. The group formed organically and later adopted design-based research to identify the design choices that shaped emotional safety and creative risk-taking. Data included written reflections, meeting transcripts, photographs of artworks, and reflexive journals. Qualitative analysis produced three initial design conjectures: lightweight routines that stabilize participation without pressure, emotion-centered feedback that foregrounds empathy over correction, and shared documentation that links private reflection to public pedagogy.