Aydin Oztoprak

6.27 Pizza Day: Reflective Presentations in Industrial Design Education (Paper)

Aydin Oztoprak – TOBB University of Economics and Technology, Ankara, Turkey

Abstract:

This paper examines the impact of “Pizza Day” presentations on fostering practical knowledge, interdisciplinary understanding, and community within an industrial design curriculum. Initiated as part of a three-term, internship-based learning model, “Pizza Day” is held at the beginning of each semester, where students present their internship experiences to a diverse audience of peers, academics, and occasionally industry professionals. Beyond showcasing students’ work, this gathering serves as a vital bridge between academia and industry, allowing students to reflect on their hands-on learning while receiving valuable feedback in a supportive, communal setting. The informal yet structured format of Pizza Day encourages open dialogue, enhancing students’ abilities to communicate complex design processes and industry insights effectively. These presentations help students align academic concepts with real-world applications, fostering an awareness of industry expectations and challenges. Through peer learning and exposure to diverse project approaches, students gain tacit knowledge, such as problem-solving methods, collaboration techniques, and insight into interdisciplinary roles integral to industrial design. The presentations particularly emphasize the collaborative nature of the field, allowing students to understand the intersections between design, engineering, technology, and business. Pizza Day also promotes a strong sense of community within the department, easing the anxiety often associated with formal presentations and creating an atmosphere where students can freely share their experiences. The social component, symbolized by the sharing of pizza, reinforces camaraderie and peer mentorship across all academic levels. Feedback from students and faculty suggests that Pizza Day is not only instrumental in developing industry-ready graduates but also cultivates a culture of reflective practice and continuous learning. This paper concludes by discussing the broader implications of reflective presentations as a pedagogical tool, underscoring their value in preparing students for dynamic, interdisciplinary careers in industrial design.