Volume 41 of The Student Publication examines the mosaic of relationships within the College of Design at NC State, examining how students interact with each other, their professors, and the studio spaces where learning takes place. Guided by praxis- an active, reflective process that envisions “what should be,” as opposed to “what is-” this issue encourages contributors to critically reflect on and dig deeper into these dynamics. Contributors are invited to explore topics such as the pressures of competitive studio culture, the complexities of mentorship in design, and ways studio spaces are coded through power and privilege. We seek contributions that challenge these dynamics and envision new possibilities for design education that foster dialogue and transformation within the College of Design.

In Volume 41, we seek contributions that examine these intersections, exploring how design education can evolve to close the gap between aspiration and reality and create a future-focused, radical pedagogical model. Praxis, a reflection and action upon our world, is our opportunity to question, create an open dialogue, and ultimately envision a college that both embraces its history, but also its transgressions

Through this publication, our contributors will confront questions such as:

1. How can we define the moment of change we are at within the College of Design?
2. What is the role of the design school? Is it dogmatic or utopian? Is the school a factory of sameness or a laboratory of novelty? 
3. How is information transformed within the teaching practice? 
4. How does power function within the classroom?
5. Why are spaces at the College of Design “coded” (Along the lines of gender, race, class, and shared memory)?
6. If information is “a relation between novelty and repetition, noise and order”, where do we locate the classroom, the professor, the student, and the university within this dichotomy? 
7. How can students balance autonomy and conformity within the educational framework?
8. What ethical considerations must educators take in mind within their teaching practice?
9. How do the social dynamics within design studios affect learning outcomes?
10. What is the role of student organizations within the design school?
11. In what ways can design pedagogy be made more reflective of and responsive to the needs of diverse communities and underrepresented voices?
12. How can design education take on an interdisciplinary strategy to redefine what it means to be a designer?