In this chapter, we discuss how current trends in industry and higher education are influencing the Bauhaus approach to studio-based training that has been foundational to higher design education since the 1960s. Through a collaborative autoethnography, the authors, a graphic design educator and an instructional designer, reflect upon their conversations throughout a semester-long project involving the redesign of a design studio course to enhance design thinking with respect to graphic design. This chapter explores how their design pedagogies emerge and the disciplinary perspectives they bring to design pedagogy through an example of how self-analysis rubrics were developed and integrated as thinking scaffolds to support heutagogy or student-self-directed learning. The chapter discusses how design pedagogies are shaped and externalised through the collisions among designer identity, educator identity, and contextual demands such as curriculum, students, and societal trends. The implications for higher design pedagogies are discussed.