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DESIGNING A DESIGN CURRICULUM
Suppose education was a subway system
Trains would be degree granting programs within the system
Stops would represent concepts that students are required to learn
Now consider a specific program...
Design, for instance
All students start on the same train
FoU
ND
AtIoN
S
Then they transfer to their degree program of choice
DESIG
N RESEA
RChER
DESIG
N pR
AC
tItIoN
ER
DESIG
N M
AN
AG
ER
And each of the stops fall under specific learning outcomes
thinking
Doing
Scope
Context
Communication
practice
Confused?
huh?
We were too. So here’s how we got there.
StARtING poINt
Final DocumentationThe Ohio State UniversityDesign 760 (Spring 2010)Professor Carol GillCurriculum Re-design Research Project
Allen CochranMelanie DreserAle MattosGabe Tippery
Research Facilitators
DESIGNING A DESIGN CURRICULUM
Introduction
Research
Secondary Research Insights
Primary Research Insights
Pilot Test
Field Test
New Curriculum Design
Mission
Vision
Learning Outcomes
Curriculum Concepts
Concept Definitions
Teaching Strategy
Assessment
Map
Structure
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CoNtENtS
The Ohio State University Department of Design Curriculum Re-design Project
In 2012, all of The Ohio State University will be transitioning to a semester schedule rather than the current quarter system. Because of this transition, the Department of Design at OSU is undergoing exciting new changes. We are evaluating and updating our core design curriculum so our students learn the new and rapidly changing standards of design and thus graduate as extremely productive members of the professional world.
Our purpose, and what is contained in the remainder of this book, is to research the professional and educational aspects of design around the world and to render that information into a usable curriculum guidelines.
Presented here is an analogy between our curriculum concept and a subway system. As you proceed further on through the system, the train you ride on actively leads you through conceptual stations. One after the other, concepts compile until students reach the end of the track or graduation.
INtRoDUCtIoN
Research
to a website. From there, each participant officially agreed to being a part of study and proceeded to a short list of priming activities and questions.
First participants filled out a “Letter to Education.” (Page 28). This letter was filled out in several different parts that make up the body of a letter. It was geared at asking participants to discuss what they received from there educational instruction and what they wish they would have received.
Following that, participants clicked to the next screen where they were directed to download a PDF (page 28), open it in Adobe Illustrator where they could edit it, and follow the instructions within. This activity allowed participants, all ready primed by the letter before, to created a design curriculum of their choice within the confines of eight academic periods. These academic periods, to us as facilitators, meant four years or eight semesters, but this was left to the participants’ imagination. After each participant finished the MakeTool, they were instructed to e-mail it to us and click to the next screen.
Last, participants were asked a few follow up questions (page 29) about some of the digital MakeTool collage and then a few subsequent demographic questions for our benefit. Afterwards, they clicked to a Thank You slide.
Research for this project was two fold: (1) secondary research into design around the world and (2) primary research in the form of an interpretive MakeTool activity.
SECONDARY RESEARCH
At the beginning of this project we separated the secondary research into several areas: 1) the state of professional design around the world, 2) the state of design education around the world, 3) the state of professional design and design education at The Ohio State University, 4) interpretations of a MakeTool activity done by the OSU Department of Design faculty about the future of design education, and 5) interpretations of the same MakeTool activity as before but this time done by the OSU Department of Design graduate students.
PRIMARY RESEARCH
Following the collection of our secondary research, we designed and executed an interpretive MakeTool activity to learn about people’s dreams for the ideal design curriculum of the future. Participants were recruited by our team from our lengthy list of professional, educational, and personal contacts both around the United States and international in countries such as Germany and Brazil. Our MakeTool was completely digital. Participants received an e-mail that explained our project and directed them
RESEARCh
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In most of the Asia and Middle-east the ●government is still the most powerful existing authority that can make large scale national decisions. Because of this there are divisions and offices within the governmental structure of these countries which are managing design-related issues and decisions. If we look at the big picture for these regions, it is partly due to the current state of the economy and industry.
While the economy is still not strong ●enough to support it, design is stimulating the economy in these regions. Design is need driven and transitioning into a very distinctive identity.
In Europe and the United States, the ●economy is stable but is receiving added stimulation from the design industry which is consumer influenced and innovation driven. Design can impact these economies significantly because they are no longer in the basic stages of development.
This will help design to evolve past ●function, and form could follow emotion. This will lead to emerging design thinking and philosophies that could change how design is created and applied rather than what design is.
SCOPE OF PROFESSIONAL DESIGN PRACTICE ►
There is a professional need for students ●to come out of college with some fairly advanced technical (software) skills.
PROBLEM SOLVING: Focus on sustainability, ●user experience / needs, and experience design.
Collaboration, creativity, and ●communication skills are important requirements.
Standard career descriptions like Product ●Design, Visual Communication Design, and Interior Design are still important. However, new job descriptions such as Environmental Design, Business Design and Design Research are becoming trends in job offerings.
The companies we researched are ●represented in every market sector and a variety of different services. They range from health to technology.
Design companies look for designers ●who are experts in their field and who are proficient in the relevant software programs, as well as design specific skills. Additionally to these basics, they are seeking thinkers and progressive, curious, creative and collaborative individuals.
SECoNDARy RESEARCh INSIGhtS
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SCOPE OF DESIGN EDUCATION (GABE) ►
While there are several schools pursuing ●“non-traditional” curriculum, they are all doing it at the grad level or above.
The majority of schools take one of two ●approaches to undergraduate curriculum:
Immediately silo-ed upon entering ○the major.
A foundational year then silo-ed ○with individual tracks.
SCOPE DESIGN AT OSU ►
Professional Design exists in most ●departments, colleges, and centers across the university.
The scope of design services at OSU ●mostly include web design and print media but are expanding into social media and more digital realms.
At the moment, facilities services includes ●it’s own group that designs for web and print, but the scope of their services also incorporates architectural design, urban planning, and facilities management.
The principles of design is taught ●throughout the university.
Under the difficult economic conditions ●of today innovation has quickly become the key factor that determines the winners from the losers in big business. However, the utilization of this resource appears to have specific applications. Large Non-Design Companies have internal designers who design corporate communications and maintain internal branding standards. However, the majority of their innovation is outsourced to external design firms around the world. Some creatives are retained internally as key decision makers, but the dynamic product innovation, brainstorming, and testing appears to be externally developed. These administration level internal creative positions ask for critical agency experience. Possibly to ensure that this individual can successfully navigate the agency structure and corporate structure to retain efficient communication of product expectations.
The exception s to these standards are ●companies in the automotive industry (BMW) and some technology companies (APPLE) who have strong internal design teams that engineer their product innovations.
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The final outcome represents •the end state of a degree.
Design process can also equal the ○learning within one class:
The first third as the discovery •phase.
The second third as the design •and development phase.
The last third as the •implementation and production phase.
The global and course oriented ○scope (as it applies to Liz’s chart) should be communicated clearly to students.
Education and the courses for each degree ●should have an increasing amount of the following:
Exploration ○
Conceptualization ○
Visualization ○
Prototyping ○
Implementation ○
As new concepts are introduced ●throughout a students education, students may progress and regress through these phases..
In some capacities, design is a natural ●part of the established curriculum such as within Art and Dance; however in other situations, the principles of design are being taught seemingly beyond the scope of a particular program such as in the instance of Veterinary Sciences, College of Engineering or the Center for Automotive Research.
The Department of Design, like all ●academic departments, are based on complex rules.
There is a significant amount of jargon and ●technical language involved in curriculum management.
Evaluation of current design curriculum ●
Design process can equal design ○education:
To evaluate a current •academic curriculum with multiple programs we could related our department’s teaching styles to Liz Sanders’ diagram of the design process.
The fuzzy front end represents •the start of learning for a degree.
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Areas of the future: Technology, Social/ ●Cultural/Environmental Sustainability, Collaboration, and Connectivity.
Dream of design education as being ●proactive, and leading the field instead of reactive to the demands of professional practice.
“...All the answers are not wrapped up in ●technology, especially with how quickly it’s changing. Socially responsible... collaborative spirit... harmonious... which are all things independent of technology.”
INTERPRETATION OF GRADUATE STUDENT ►MAKETOOLS
There are a lot of good things that are ●happening in the present. Some of them just need to be adapted or transformed
There is a fear of not keeping up with ●technology. Consequently, design schools should approach technology.
The walls between practice and education ●need to be broken down.
Collaboration, co-creation, connectivity ●and inter-dispciplinary practices were present in almost all the boards.
Most used words to be considered for ●the future: environmentally conscious, interdisciplinary, social change, experience
As concepts are introduced and ○built on, students should also be gaining advanced knowledge within each concept. Similar to Maslow’s Hierarchy of Needs we can rate this adoption of knowledge as:
Understanding: perception of •intended meaning.
Learning: acquisition of •knowledge or skills through experience.
Knowing: application through •competency.
INTERPRETATION OF FACULTY MAKETOOLS ►
Environmentally consciousness, co- ●creation, collaboration, story-telling and connectivity were in a lot of the boards.
Hand skills are present in the future as ●much it was present in the past and present. (The basics should be learned, no matter how technology advances).
Being more inter- or multi-disciplinary is ●important.
Design should be more socially and ●culturally responsive.
Design as umbrella concept, and not ●individual disciplines.
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(cont’d) design, global, collaboration, co-design, co-creation, design-thinking, interactive, meaningful, mobile, multi-disciplinary, participatory design, flexibility, simplicity, and respect.
Most used words from the past to be ●forgotten: expert-driven, exclusive, and desktop publishing.
Disciplines for the future: service, universal ●and experience design.
As mentioned, we asked participants to complete an online priming activity. The participants engaged all had a design background but were at varying stages in their design career. Some were professionals in the field, others were upper-level students and others were educators. For this activity, we had them write a letter, within a loose given structure, to their respective design education. This letter asked the participant to reflect on the past, present, and future aspects of their education.
Knowing that all of our participants were designers, we then asked them to complete a digital MakeTool. This was done in Adobe Illustrator. During the activity, participants sorted the concepts into 8 time-based sections that would reflect what they saw to be the “ideal design curriculum.”
Upon completing this activity, the participants returned to the online tool to complete a short follow-up questionnaire. This portion asked a few questions to the nature of technology and software that was important to be included in a curriculum, other areas of academia that have potential for cross-disciplinary collaborations, and larger topics of interest to the future of design.
These participant inputs were central to our decision making process as the project moved forward. They provided a set of constraints and insights into what is desired by the design community that we could measure our ideas against.
pRIMARy RESEARChINSIGhtS
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pRIMINGACtIvIty SCREEN
MAkEtooL DowNLoAD SCREEN
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FoLLow UpQUEStIoN SCREEN
thANk yoU / FINALSCREEN
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What does the future of design look like? How can design curriculums teach that? Using your professional knowledge and experience, what would you imagine students needs to know in order to graduate and be a successful
The matrix below represents 8 academic periods. Below, there are a number of design oriented nouns and verbs. Drag these boxes from below to the matrix above to outline your vision for a future design-based curriculum.
There are no right or wrong answers. We are looking for your wisdom. Feel free to add your own touch to this document. Whatever you feel this lacks, please add. Your creative insights will help us formulate the curriculum of 2015.
Instructions
to us. You can return this PDF to Allen Cochran at [email protected].
If you have questions, don’t hesitate to let us know. Write [email protected] or call (513) 549 1554
Please send it back!
Create your own curriculum using the matrix to the left and the boxes below.
You don’t have to use all the boxes. You can use boxes more than once if you need. Use as few or as many boxes as you’d like to.
Feel free to add other items as needed. Special boxes are below on the left to add whatever you need.
1 2 3 4 5 6 7 8
Make yourOwnIf you feel an additional box is needed, use the box below to create whatever else you’d like.
Use the Text Tool to edit these boxes
Blank
Blank
Blank Visualizing
Understanding Humans
Human InteractionTransforming
Translating
Synthesizing
Experiencing
Communicating
Collaborating
Cooperating
Animating
Organizing
Managing
Learning
Listening
Leading
Representing
Prototyping
Programming
Presenting
Design Law
Design History
Culture
Coop
Design Thinking
Design Research
Researching
Strategizing
Hospitality Word Processor
Global Issues
General Education
Innovation
Information
FurnitureSketching
Sharing
Sensing
Selling
Environmental
Entrepreneurship
Environments
Experiences
Ethics
Ergonomics
FIlm
Wood Working
Web
Rapid Prototyping
Rendering
Realistic Drawing
Vector Graphics
Technical Drawing
Team-work
Spreadsheet
Interacting
Color
Collaboration
Cognition
Business
Branding
Metal Working
Perspective Drawing
Final Project
Thesis
Computers
Java/Action Script
HTML/CSS
Issues
Internship
Interaction Retail
Service
Users
User Experience
Service Design
Social Responsibility
Social
Typography
Strategy
Sustainable
Sustainability
Study AbroadNeeds
Objects/Products
Management
Presentation
Photography
Psychology
Professional Organization
Lighting
Layout
Basic 3D
Basic 4D
Basic 2D
Digital Modeling
Bitmap Graphics
Animation
Abstract Drawing
Color Theory
MAkEtooL ACtIvIty
ABSTRACT DRAWINGANIMATINGANIMATIONBASIC 2DBASIC 3DBASIC 4DBITMAP GRAPHICSBRANDINGBUSINESSCOOPERATINGCOGNITIONCOLLABORATINGCOLLABORATIONCOLORCOLOR THEORYCOMMUNICATINGCOMPUTERSCO-OPCULTUREDESIGN HISTORYDESIGN LAWDESIGN RESEARCHDESIGN THINKINGDIGITAL MODELINGENTREPRENEURSHIPENVIRONMENTALENVIRONMENTSERGONOMICSETHICSExPERIENCESExPERIENCINGFILMFURNITUREGENERAL EDUCATIONGLOBAL ISSUESHOSPITALITY
HTML/CSSHUMAN INTERACTIONHUMANSINFORMATIONINNOVATIONINTERACTINGINTERACTIONINTERNSHIPISSUESJAVA/ACTION SCRIPTLAYOUTLEADINGLEARNINGLIGHTINGLISTENINGMANAGEMENTMANAGINGMETAL WORKINGOBJECTSORGANIzINGPERSPECTIVE DRAWINGPHOTOGRAPHYPRESENTATIONPRESENTINGPRINTPROFESSIONAL ORGANIzATIONPROGRAMMINGPROTOTYPINGPSYCHOLOGYRAPID PROTOTYPINGREALISTIC DRAWINGRENDERINGREPRESENTING
RESEARCHINGRETAILSELLINGSENSINGSERVICESERVICE DESIGNSHARINGSKETCHINGSOCIALSOCIAL RESPONSIBILITYSPECIFICATIONSPREADSHEETSTRATEGIzINGSTRATEGYSTUDIOSTUDY ABROADSUSTAINABILITYSUSTAINABLESYNTHESIzINGTEAM-WORKTECHNICAL DRAWINGTRANSFORMINGTRANSLATINGTYPOGRAPHYUNDERSTANDINGUSER ExPERIENCEUSERSVECTOR GRAPHICSVISUALIzING (OBJECTS, ENVIRONMENTS)WEBWOOD WORKINGWORD PROCESSOR
First we asked three designers to participate in a pilot study
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1 2 3 4 5 6 7 8
JAMIEFemale, 26Fashion Designer, Abercrombie & FitchColumbus, Ohio
Research
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1 2 3 4 5 6 7 8
Electronics / SolderingHardware Prototyping
User TestingTHESIS
Screen-Typography
Interaction -Design Curriculum
StEFFANMale, 24Digital DesignerUlm, Germany
Basic Tools you should learn besides the usual curriculum.Taught by other Students, or by yourself in Lectures.
General Skills any Designer should have and be taught throughout every course.
Research
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1 2 3 4 5 6 7 8
vANESSAFemale, 30Visual Communications Designer (Weleda)Schwaebisch Gmeund
Our pilot participants had some things to say
So we made some changes
MAKE THE INSTRUCTIONS CLEARER
LET PARTICIPANTS KNOW THEY DON’T HAVE TO USE EVERYTHING
IDENTIFY THAT THERE IS NO RIGHT OR WRONG
ADD A LARGER VARIETY OF WORDS
REMOVE CERTAIN WORDS LIKE NAMES OF SOFTWARE
PROVIDE MORE OF AN OPPORTUNITY TO ADD WORDS
REDUCE THE SIzE OF THE WORD BOxES
MAKE IT MORE APPARENT THAT YOU MUST OPEN THE FILE IN ADOBE ILLUSTRATOR
CLEARLY STATE WHO THE FILE SHOULD BE E-MAILED BACK TO
FEEDbACk
Second, after some changes, we asked an international group of designers to participate
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1 2 3 4 5 6 7 8
Visualizing
Understanding
Communicating
Collaborating
Organizing
Managing
Learning
Listening
Representing
Prototyping
Programming
Presenting
Design History
CultureDesign Thinking
Design Research
Strategizing
Global Issues
Furniture Sketching
Sharing
Entrepreneurship
Experiences
Ethics
Ergonomics
FIlm
Wood Working
Web
Rapid Prototyping
Rendering
Realistic Drawing
Vector Graphics
Technical Drawing
Team-work
Color
Collaboration
Business
Perspective Drawing
Final ProjectThesis
Java/Action Script
HTML/CSS Internship
Interaction
Users
User Experience
Typography
Strategy
Sustainability
Study Abroad
Presentation
Photography
Print Professional Organization
LightingLayout
Basic 3D Basic 4DBasic 2D
Digital Modeling
Bitmap Graphics Animation
Abstract Drawing
Color Theory
Communicating
Communicating
Communicating
Communicating
Communicating
Communicating
Collaboration
Collaboration
Collaboration
Collaboration
ANNIEFemale, 28Designer, NBBJColumbus, Ohio
Research
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1 2 3 4 5 6 7 8
Collaborating
Cooperating
Prototyping
Design History
Culture
Visualizing
Understanding
Transforming
Sketching
Sharing
Human Interaction Human Interaction
Ethics Ethics
Ergonomics
Experiencing
Communicating
Learning
Listening
Presenting
Interacting
Cognition
Presentation
Photography
Service Design
Social Responsibility Social Responsibility
Typography Typography StrategySustainability Sustainability
Study Abroad
InnovationInnovation
InternshipInternshipInternship
Objects/ProductsObjects/ProductsObjects/ProductsObjects/Products
PrintPrintPrintPrint
Wood Working
Web Web Web Web
Rendering Rendering
Realistic Drawing
V
Vector GraphicsVector Graphics
Technical Drawing Technical Drawing
Team-work Team-w Team-work Team-workTeam-workork
Metal Working
Final Project
Thesis
Final Project
Thesis
Basic 3D
Basic 2D
Animation Animation
Abstract Drawing
Color
Collaboration
Color Theory
Collaborating
Cooperating
Prototyping
Design History
Culture
Visualizing
Understanding
Transforming
Sketching
Sharing
Experiencing
Communicating
Learning
Listening
Presenting
Interacting
Cognition
Presentation
Photography
M
Basic 3D
Basic 2D
Collaboration
Color Theory
Collaborating
Cooperating
Prototyping
Design History
Culture
Visualizing
Understanding
Transforming
Sketching
Sharing
Environmental
Experiencing
Communicating
Learning
Listening
Presenting
Interacting
Cognition
Presentation
V
Collaboration
Collaborating
Cooperating
Prototyping
Culture
Visualizing
Understanding
Transforming
Sketching
Sharing
Environmental
Experiencing
Communicating
Learning
Listening
Presenting
Interacting
Cognition
Presentation
Collaboration
Collaborating
Cooperating
Prototyping
Culture
Visualizing
Understanding
Transforming
Sketching
Sharing
Experiencing
Communicating
Learning
Listening
Presenting
Interacting
Cognition
Presentation
V
Collaboration
Collaborating
Cooperating
Prototyping
Design History
Culture
Visualizing
Understanding
Transforming
Sketching
Sharing
Experiencing
Communicating
Learning
Listening
Presenting
Interacting
Cognition
Presentation
Collaboration
bARbARAFemale, 32Visual Communication and Industrial Designer, HS AnhaltDesign Masters Candidate, HS Anhalt, Dessau Germany
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1 2 3 4 5 6 7 8
Persuasion Human Interaction
Communicating
Organizing Learning
Leading
Prototyping
Presenting
Culture
Culture
CoopDesign Thinking Design Research
Strategizing
Word Processor
General Education
Innovation
Sketching
Translating
Researching
Sharing
Visualizing
Listening
Sensing
Visualizing
Listening
Sensing
Selling
Entrepreneurship
Ethics
FIlm
Rendering
Realistic Drawing
Vector Graphics
Team-work
Spreadsheet
Color
Collaboration
Business
Branding
ThesisThesis
Computers
Issues
Users
User Experience
Design History
Environmental
Social Responsibility
TypographySustainability
Study Abroad
Needs
Objects/Products
Objects/Products
Management
Photography
Lighting
Information
Presentation
Layout
Basic 3D
Basic 2D
Bitmap Graphics
Abstract Drawing
Color Theory
bRItFemale, 28Fashion Designer, Makeup ArtistNew York City, New York
Research
48
1 2 3 4 5 6 7 8
Visualizing
Understanding
Human Interaction
Transforming
Translating
Synthesizing
Experiencing
Communicating
Collaborating
Cooperating
Organizing
Managing
Learning
Listening
Leading
Representing
Prototyping
Presenting
Design History
Culture
Design Research
Researching
Strategizing
Global Issues General Education
Innovation
Professional Sketching
Sharing
Selling
Environmental
Entrepreneurship
Environments
Experiences
Ethics
Ergonomics
Web
Rapid Prototyping
Rendering
Vector Graphics
Team-workInteracting
Color
Collaboration
Cognition
Business
Branding
Perspective Drawing
Final Project
Thesis
Computers for Design
Java/Action Script
HTML/CSS
Internship
Internship InternshipInteraction
Retail
Users
Service Design
Social Responsibility
Social
Typography
Sustainability
Study Abroad
Study Abroad
Needs
Objects/Products
Management
Presentation
Photography
Psychology
Professional Organization
Lighting
Layout
Basic 3D
Basic 4D
Basic 2D
Digital Modeling
Bitmap Graphics
Animation
JoELLEFemale., 25Design Masters Candidate, The Ohio State UniversityColumbus, Ohio
Research
49
1 2 3 4 5 6 7 8
Visualizing
Experiencing
Communicating
CollaboratingManaging
Learning
Listening Leading
Design Law
Design History
Culture
Design ThinkingDesign Research
Researching
Global IssuesGeneral Education
Innovation
Furniture
Sketching
Sensing
Selling
Environmental
Experiences
Ethics
Ergonomics
Rapid Prototyping
Rendering
Realistic Drawing
Technical Drawing
Team-work
Color
Business
Branding
Perspective Drawing
Final Project
Thesis
Computers
Internship
Interaction
Users
User Experience
Typography
Sustainable
Sustainability
Study Abroad
Needs
Objects/ProductsManagement
PresentationPhotography
Lighting
Layout
Basic 3D
Basic 2D
Digital Modeling
i want to remind you that i have a strong industrial design point of view
MERtMale, 26Design Masters Candidate, The Ohio State UniversityColumbus, Ohio
Research
50
1 2 3 4 5 6 7 8
Visualizing
Human Interaction
Synthesizing
Communicating
Animating
Organizing
Managing
Representing
Prototyping
ProgrammingPresentingDesign LawDesign History
Culture
Design Thinking
Design Research
Researching
Hospitality
Furniture
Sketching
Environmental
Ethics
Ergonomics
Wood Working
Web
Rapid Prototyping
Realistic Drawing
Vector Graphics
Technical Drawing
Interacting
Collaboration
Cognition
Branding
Perspective Drawing
Final Project ThesisComputer Programs:Java/Action Script
HTML/CSS
Internship
Retail
ServiceUser Experience
Service Design
Social Responsibility
Social
Typography
Strategy
Sustainability
Study Abroad
Objects/Products
PhotographyPsychology
Professional OrganizationLighting
Layout
Basic 3D Basic 4D
Digital Modeling
Bitmap Graphics
Animation
Abstract Drawing Color Theory
Basic 2D
PhotoshopIllustratorInDesign
Computer Programs:Flash
Computer Programs:AutoCADRhinoBonzai 3dSolid Works
GIF animation
Computer Programs:MayaRaytrace
VRay
Portfolios
3D Modeling 4D
5th Semester Review: Computer Programs:
Design 1 Design 2 Design 3
MaterialsConstruction
Rendering Design 4 Design 6
Building
Design 5 Design 7 Design 8
NICkMale, 35Interior Design Student, The Ohio State UniversityColumbus, Ohio
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1 2 3 4 5 6 7 8
Experiencing
Communicating
Collaborating
Prototyping
Design History
Design Thinking
Design ResearchResearching
Strategizing
General Education
Innovation
Information
Sketching
Experiences
Ethics
ErgonomicsInteracting
Cognition
Business Final Project
Users
User Experience
Sustainability
Objects/Products
pAULMale, 26Cognitive Systems Engineering Doctoral Candidate, The Ohio State UniversityColumbus, Ohio
We learned a lot
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design concepts
7 - Leading and managing ○
8 - Presenting ○
Participant would like to see a ○student learn the “basics” so that later on the student could focus in on research and design problems where the basic skills could be applied.
BARBARA ►
First semesters - Basics, fundamental ●design principles. Basic knowledge, before they actually layout.
Middle - Different areas. Different areas to ●understand design process as a whole and also the specifications of each field.
Last semesters - Specialization. ●
Students should have a more general ●degree, not focusing only in graphic or industrial, but much more on design thinking and problem solving.
Minors/Specialization in: Service Design, ●Sustainable Development, Social Innovation Design
Interdisciplinary work on: Business, Fine ●Arts, Humanities
ANNIE ►
Collaboration and communication are ●consistently high in each semester. Both appear in every column.
The concepts become more abstract as ●they progress. In the beginning they are more concrete.
The first four semesters are mostly ●technical, skill-building concepts
Within the technical skills, there is an ●emphasis on computer skills.
Instead, the skills that this designer has ●seem to be well rounded.
The participant believes this will produce ●a “well-rounded, diverse skill set” type of designer
Semester Key Concepts: ●
1 - learning hand skills ○
2 - Developing hand skills ○
3 - Sharing and learning ○technological skills
4 - Developing technological skills ○and learning digital skills
5 - Broadening cultural horizons and ○learning globally
6 - Understanding theory and big ○
pRIMARy RESEARChINSIGhtS
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Start of thesis in 6th quarter to give ●students more time to experiment and implement everything they learned.
Environmental, Sustainability and Social ●Responsible Design is included in 3 Quarters. Focus!
Trans-disciplinary Studies: Business, ●Behavioral Sciences.
Design Study: Entrepreneurship or ●Design Management, Social Innovation Design, Interaction Design, Experience Design, Health Care Design, (All inclusive) Brand Management.
JOELLE ►
No specific software mentioned only ●HTML/CSS and Java/Action Script. However, in the survey she mentions a lot of software that are important to learn. In the make tool she created she mentions bitmap graphics, vector graphics, animation and digital modelling, but leaves the software to gain these skills open.
In three of the eight quarters internship ●are offered to enhance and practice all the skills the students learned.
Study Abroad is offered ●
Other important topics: culture, ●innovation, sustainability and social responsibility.
Quote 1: “Learn not only from my teachers, ●but also from my amazing classmates and from the world around me.”
Quote 2: “I am really glad that I came across ●so many different points-of-view of design, communication, and the world in general. ... Thank you for making presentations and pitches such an important part of projects, so that I could learn how to present concepts, ideas and products in a really good way, which is very important in design careers.”
BRIT ►
No specific software mentioned only ●HTML/CSS and Java/Action Script. However, in the survey she mentions a lot of software that are important to learn. In the make tool she created she mentions bitmap graphics, vector graphics, animation and digital modelling, but leaves the software to gain these skills open.
In three of the eight quarters internship ●are offered to enhance and practice all the skills the students learned.
Study Abroad is offered. ●
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2 - Design Thinking, Research, Team- ○work, and User Experience
3 - Product Focus Topics (Furniture, ○Ergonomics, Objects)
4 - “Design Core Crash Course” Basic ○2D/3D, Modeling, Prototyping, Typography, layout design, color.
5 - Overview of Design Issues, ○Sustainability/Environment, Ethics, Culture, Innovation
6 - Study Abroad, Internship, ○Collaboration & Communication
7 - Business & Management ○
8 - Thesis ○
Mert’s curriculum seems to be two years ●of pressing hard on the skills of being a designer, then two years of the more theoretical topics of design knowledge. Throughout, there is a strong string of business related topics.
NICK ►
Includes 5 semesters of specific computer ●software learned.
“5th Semester Review” ●
Front load the skills, leaving second half of ●education to topics for the most part.
Start of thesis in 6th quarter to give ●students more time to experiment and implement everything they learned
Environmental, Sustainability and Social ●Responsible Design is included in 3 Quarters. Focus
Trans-disciplinary Studies: Business, ●Behavioral Sciences, Natural Sciences
Design Study: Service Design, Social ●Innovation Design, Co-creative Design
MERT ►
Made a big deal about the fact that his ●curriculum has a strong ID bias.
Curriculum very front loaded with skills ●in semesters 1-4, then 5-7 are all theory related. 8th is thesis.
Visualization String runs through the first 4 ●semesters.
No mention to specific software. However, ●in the questionnaire, most of them were listed, and in the fourth semester, the participant listed “computers” and “digital modeling”.
Semester Key Concepts ●
1 - Heavy focus on hand skills, ○Design History and Law.
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and 4D basics and both analogue and digital representation. His plan includes a lot of various representation software, techniques, and mediums.
PAUL ►
Participant’s collage is very theoretical ●
Participant’s collage is very minimal. ●
There is a large emphasis placed on big ●concepts.
The most specific concepts Paul brought ●in are Objects/Products, Sketching, and possibly Ergonomics.
Participant begins with history though and ●ends with a final project.
Semester Key Concepts: ●
1 - Foundations in history and ○general education.
2 - Foundations in philosophy and ○learning to visualize.
3 - Learning relationships. ○
4 - Ethics and responsibilities. ○
5 - Researching ideas and the ○business side.
6 - Understanding thinking and ○human action.
Topic of portfolio creation and ●management in the 3rd semester
Strong string of topics on visualization and ●presentation.
Semester Key Concepts: ●
1 - Focus on Hand Skills, Design ○History and Law, Users and Psychology/Ergonomics.
2 - Design Thinking/Research, ○Document/Presentation creation, Communication.
3 - Animation and Portfolio ○Presentation.
4 - Project Management, ○Color Theory.
5 - Silo Topics (IS: Lighting, Furniture, ○Specifications, Materials, etc), and 5th Semester Review
.6 - Overview of Design Issues, ○Sustainability/Environment, Ethics, Culture, Innovation.
7 - Study Abroad, Internship ○
8 - Professional Organizations & ○Thesis
Nick’s curriculum has a strong emphasis ●on a design core that includes 2D, 3D,
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Quote 1: “Making me really stressed out for ●a majority of 2 years and focus too much on politics and craft and not enough time on the process of design.”
Quote 2: “I could have made more things ●in the classroom that could have had more real world application and that I could have done more interdisciplinary work.”
7 - Learning teamwork. ○
8 - Presenting. ○
Participant describes this curriculum ●at “well rounded” yet it seems to lack technical abilities and reinforce theoretical thinking but later he describes that too much of a technological focus will answer immediate needs in industry but not longer term needs.
SHAY ►
He included co-op/internship/design ●professional experience in 5 semesters.
The design curriculum should not focus ●only in theory and should teach students how to deal with clients, “especially because design is not very tangible”.
And should also teach how to work ●interdisciplinarly or in the business environment.
Should not be spending too much time ●learning all the technologies instead of designing/applying them.
Minors/Specialization in: Entrepreneurship ●or Design Management, Strategic Design, Design Innovation.
Interdisciplinary work on: Business, ●Behavioral Sciences, Architecture.
New
CurriculumD
esign
What we came up with
MissionTO PREPARE OUR STUDENTS TO DEVELOP A CLEAR AND UNIQUE VISION, BASED IN CRITICAL THINKING AND THE ABILITY TO CLEARLY SEE THE PRESENT, EVALUATE IT IN THE CONTExTS OF SOCIAL, POLITICAL AND CULTURAL ENVIRONMENTS, AND THEN IMAGINE WHAT THE FUTURE COULD BE. OUR STUDENTS WILL BE ABLE TO SEE BEYOND CONVENTIONS, HABITS, SURFACE REACTIONS AND DISINFORMATION — TO REVEAL A TRUE PICTURE OF PROBLEMS AND CONDITIONS, THEN CREATE AND REALIzE VISIONABLE SOLUTIONS. IN ADDITION, THE DEPARTMENT OF DESIGN IS COMMITTED TO RESEARCHING, DISCOVERING AND TRANSMITTING KNOWLEDGE TO MAKE LASTING CONTRIBUTIONS TO A GLOBAL SOCIETY THROUGH DESIGN RESEARCH, CRITICAL THINKING, COLLABORATION AND A USER-CENTERED APPROACH.
VisionTHE DEPARTMENT OF DESIGN AT THE OHIO STATE UNIVERSITY ENVISIONS BEING THE LEADING PROGRAM IN DESIGN RESEARCH AND CREATION IN THE COUNTRY. ITS SUCCESSFUL PRACTICES, INSIGHTS, AND LESSONS WILL HELP TRANSFORM STUDENTS INTO EFFECTIVE DESIGNERS AND CRITICAL THINKERS WITH WELL-INTEGRATED LEADERSHIP COMPETENCIES, DESIGN SKILLS AND TEAM ABILITIES. THE PROGRAM WILL PREPARE OUR STUDENTS TO BE ABLE TO UPHOLD A VIABLE POSITION IN THE PROFESSIONAL DESIGN WORLD AND TO CONTRIBUTE TO COLLABORATIVE TEAMS THROUGH THEORETICAL AND PROFESSIONAL SKILLS.
Learning OutcomesFOR THE PURPOSE OF SETTING UP OUR BROAD AREAS OF LEARNING OUTCOMES, ITEMS 1-5 WERE MORE OR LESS HANDED DOWN TO US FROM THE DEPARTMENT. OUTCOME NUMBER 6, COMMUNICATION, WAS BORN OUT OF OUR RESEARCH. FROM THE SECONDARY RESEARCH PERSPECTIVE, THE PROFESSIONAL RESEARCH GROUP IDENTIFIED THAT COMMUNICATION SKILLS (PRESENTING, SPEAKING, WRITING, ETC.) AND THE ABILITY TO WORK EFFECTIVELY IN A TEAM SETTING WERE HIGHLY SOUGHT AFTER SKILLS HIRING PROCESS. IN ADDITION TO THIS, THE MAJORITY OF OUR PRIMARY RESEARCH PARTICIPANTS INCLUDED IDEAS ABOUT PUBLIC SPEAKING, PRESENTING, AND COMMUNICATION BETWEEN DIVERGENT POPULATIONS IN THEIR “IDEAL CURRICULUM” ACTIVITIES. WHILE SOME OF THESE IDEAS WERE ALREADY INCLUDED IN THE FIVE PROVIDED CATEGORIES, WE AS A TEAM FEEL THAT COMMUNICATION IS SUCH A FUNDAMENTALLY IMPORTANT COMPONENT OF A DESIGN EDUCATION THAT IT WARRANTS ITS OWN CATEGORY. THIS WILL HELP ENSURE THAT COMMUNICATION GETS THE ATTENTION IT NEEDS IN ALL ITS VARIOUS MANIFESTATIONS.
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thINkINGThe ability to address design opportunities, including the skills of problem identification, formulation, qualitative and quantitative research, analysis, synthesis, prototyping, user testing, and evaluation of outcomes.
DoINGA proficient level of competency with tools, technologies, skills and materials and their roles in the exploration, creation, and production of products, artifacts, environments, systems, communication solutions and services.
IMpACt (SCopE)An understanding of the role and ethical responsibility of design in the local and global context, including the foundational comprehension of the application of the concepts of sustainability, social innovation and empathic design to practice.
CoNtExtKnowledge of established and emerging theory and practice, including critical thinking and an understanding of interdisciplinary relationships in order to recognize and act on opportunities.
pRACtICEAn understanding of basic professional practices, including the ability to document, organize, lead and work productively as team members able to adapt to the expanding roles of a contemporary designer.
CoMMUNICAtIoNThe capacity to express, present and explain concepts and make connections as well as the expertise to convey professional standpoints to collaborators.
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BRANDINGThe abstract guidelines or representation of a product, service, or company that when combined equal the public perception of that thing.
BRAINSTORMINGThe method of idea finding to create new and exceptional ideas in a group.
CASE-STUDIESIn-depth investigation into one area so as to learn the basic principles of that thing; or the research of similar phenomenon so as to draw parallels between one’s own activities and the activities of others.
CO-CREATIONThe act of bringing products, services, and experiences into being with the users intended for those things.
COGNITIONThe process of thought to develop concepts involving individual minds, groups, and/or organizations
COLLABORATIONThe process whereby two or more people or organizations work together in an intersection of common goals by sharing knowledge, learning and building consensus.
Global concepts that appear throughout the curriculum and may incorporate multiple learning outcomes. For instance “collaboration” may involve the learning outcomes Thinking, Doing, and Practice.
2DThe act of creating realistic and informational illusions on a flat abstract surface.
3DThe act of creating realist and informational objects in voluminous real space
4DThe act of creating non-spatially definable illusions in a completely abstract time based space.
APPROACHThe method or actions taken towards understanding and adapting to situations.
ANALYzINGThe ability to interpret and evaluate qualitative and quantitative research and examine it methodically by separating into parts and studying their interrelations.
BEHAvIORAL SCIENCEThe discipline of science concerning the study of activities and interactions among organisms.
CoNCEptS DEFINItIoNS
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DESIGN METHODOLOGYExperience and knowledge of a wide variety of problem solving tactics so that solutions may be derived in a timely and efficient manner.
DESIGN FOR SERvICEUnderstanding of the design process with specific attention to the needs of service organizations, or to assist in the problem solving of demographics in need of less tangible services as opposed to tangible products.
DESIGN THINKINGThe discipline that uses the designer’s sensibility and methods to match people’s needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity.
ENTREPRENEURSHIPThe understanding of concepts and skills needed to operate, survive, and prosper in the capacity of a freelance/consultant designer.
ERGONOMICSThe science of designing the job, equipment, and workplace to fit the worker. Proper ergonomic design is necessary to prevent repetitive strain injuries, which can develop over time and can lead to long-term disability.
COLORBeing adept at the use and identification of color systems both physically and digitally and the acute understanding of how one color affects another.
CROSS-CULTURAL COMMUNICATIONThe understanding of and sensitivity to cultural differences with regard to customs, cultural practices, societal constraints, and other considerations.
CULTUREThe advanced knowledge of human phenomenon beyond the scientific realm; central to anthropology
DESIGN FOR ExPERIENCEUnderstanding of the design process with specific attention to the user needs and experiences that respond to a design work. May include topics such as: Usability, Cognition, Psychology, etc...
DESIGN HISTORYThe scholarly activity of studying past benchmarks of design and the applied arts.
DESIGN LAwThe examination of the laws and regulations that govern intellectual property, international business, taxation, and trade as they pertain to the products, services, and companies designers are creating.
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LAYOUTThe ability to arrange items in 2D and 3D space as well as practically applying these methods while problem-solving.
LEARNINGThe ability to acquire new knowledge, behaviors, skills, values, preferences, or understanding, and to involve synthesizing different types of information.
LISTENINGThe act of taking in (predominantly auditory) information from users, peers, instructors, and/or collaborators for the evaluation and future application to a process or product.
MAPPING / vISUALIzATIONThe visual presentation of information, data and knowledge. The ability to present complex information quickly and clearly.
MARKETINGActions related to or business of promoting products, services, or experiences coming to or all ready in the consumer market; closely related to branding.
MATERIALS & PROCESSESLearning a wide variety of the ways things may come from input to output and gathering a vast vocabulary of substances that may help in such.
MODELINGThe applied art or activity related to representing symbols in the third dimension.
ETHICSTopics dealing with values relating to human conduct, with respect to the rightness and wrongness of certain actions and to the goodness and badness of the motives and ends of such actions.
FACILITATION OF INTERACTIONThe skills surrounding the means to create exchanges between one or more parties.
GLOBALISMThe study concerning the belief that the entire world is more important than any one county and, furthermore, is discourse that advocates for economic and foreign policy that transcends political boundaries and upholds a belief that society is stronger as a global village.
IDENTIFICATIONThe process to assimilate an aspect, property, or attribute of the other and to transform it, wholly or partially.
INNOvATIONThe incremental process of change and creating new products, services, and experiences or the approach by which these things some into existence.
INTERPERSONAL-COMMUNICATION METHODSUnderstanding of the techniques and methods for effectively managing the communication between two parties, including ideas of reading body language, customizing messages, and diplomatic conflict resolution.
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PRACTICAL SKILLSThe refinement of skills applicable to the creation of materials necessary for the communication of concepts.
PROFESSIONAL PRACTICEThe connection between theory and practice and the actual profession practice students should be required to experience while studying design theory.
PROGRAMMINGThe technical art of creating for the digital world as pertaining widely to software, computer languages, interfaces, etc.
PUBLIC SPEAKINGThe art or skill of addressing an audience effectively.
REPRESENTINGThe ability to decipher and create symbols or signs that stand in for something else to communicate internal references externally so that others may understand.
RESEARCH METHODSThe understanding and use of secondary and primary (Say, Do, Make) research methods.
SHARINGThe ability to manage relationships between both positive and negative aspects of collaboration, team-work, public critique, and community.
NETwORKThe discipline of knowledge concerning the connections between real or created systems be that information networks, biologic networks, cognitive networks, or social networks.
ORGANIzINGThe ability to make complex systems, ideas, and information volumes understandable, manageable, and usable.
PORTFOLIOThe means of advertising one’s self to others or a professional display of work attributed to a certain set of personal skills.
PRESENTINGThe understanding of methods for both visualization and vocalization of work in a professional manner, while maintaining honesty and critical evaluation.
PROJECT MANAGEMENTThe ability to maintain both a micro- and macro-level view of multi-step projects with the utilization multiple, at times divergent, resources.
PUBLIC RELATIONSThe understanding of concepts and skills associated with the actions of a corporation, store, government, individual, etc., in promoting goodwill between itself and the public, the community, employees, customers, etc.
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SOCIAL / ENvIRONMENTAL RESPONSIBILITYUnderstanding of the ethics, standards, and other complex constraints when designing on a global scale.
SOFTwAREKnowing, understanding, and utilizing programs and operating information for electronic equipment.
SOLvINGDevising an explanation for or the learning to effectively deal with external forces.
STRATEGIC DESIGNThe design of future principles aimed at increasing an organizations potential.
STORYTELLINGThe art or skill associated with the ability to construct and organize the presentation of information with the understanding of the needs of the end-user including empathy, vocabulary, interests, and other considerations.
STRUCTUREThe ability to bring order, form, and understanding to ideas.
SUSTAINABILITYShowing concern for systems that are long-lasting while at the same time economically and environmentally viable to maintain themselves; note that the emphasis on ‘to sustain’ rather than an emphasis on ethical concerns for the planet.
SYSTEMS THINKINGMethods and processes for understanding complex relationships. May include topics such as Metaphor and Simile, Network Systems, and Mathematics of Scale.
TEAM MANAGEMENTReferring to the techniques, processes and tools for organizing and coordinating a group of individuals that are working towards a common goal.
TEAMwORKUnderstanding the dynamics of working with a group of people and or being involved in a combined action.
TYPOGRAPHYThe art and technique of identifying and arranging written symbols.
USER NEEDSUnderstanding of particular sets of peoples with regard to the various needs intrinsic to their specific situation, outlook, or perspective.
vISUALIzATIONMastering the technique of creating or representing images, diagrams, symbols, or like to communicate a message.
These concepts will eventually drive the creation of courses – one course may contain several curriculum concepts
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CoRE FoUNDAtIoNS oF DESIGN – ”FoUNDAtIoNS”The core curriculum that all design students should learn - Generally this teaches broad concepts. All students must take these classes. It is not enough to produce a professional designer
Emphasis on teams and management here - Utilizes the design core as a means to coordinate and execute projects. There is a distinct emphasis on collaboration, teams, management, and presenting. This track, supplemented by the design core, would produce a designer that could lead teams and manage projects successfully. This track would allow students to see projects from the input to the output.
DEGREE tRACk 1: DESIGN MANAGER
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Emphasis on relationships and design research. This track utilizes the design core as a means to express findings, data, and information as they relate to human experiences. There is a distinct emphasis on research and understanding here. This track, supplemented by the design core, would produce a designer that could inform teams about the fuzzy front end of projects.
DEGREE tRACk 3:DESIGN RESEARChER
Emphasis on well-rounded technical ability - Builds on the design core. There is a distinct emphasis on visualization here. This track, supplemented by the design core, would produce a designer that could be involved on a team from the beginning and visualize concepts throughout. This track would also produce professional designers that could lead implementation teams.
DEGREE tRACk 2:DESIGN pRACtItIoNER
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on the student’s track. The Research Designer would be accountable for different documentation than the Practical Designer or the Design Manager.
In addition to the studio environment, we forecast that courses that are more topic specific would be conducted as Seminar/Lab courses. These might be focused on concepts that are unique to a particular track, or universal to the tracks but outside of the scope of the studio project occurring during the given quarter.
A possible example situation could be the following.
All three tracks are collaborating on a studio project that is focused on a solution for facilitating micro-lending in a developing nation. In addition to the studio, the Practicing Designer would be participating in a Lab on advanced 4D modeling, and the Design Management and Research Design students may be participating in a Seminar on Storytelling. While these may be tangentially related to the studio course, they are specific to the individual tracks and outside the scope of the discussions of the studio.
We largely see Studio-Based Learning as the central theme for how design can and should be taught. Design operates best when it is understood as centrally connected to the culture in it lives, and the studio environment is one of the best ways to understand this. We do see the studio environment gaining more focus and structure in the future of the department. With the identification of a more structured road-map for when concepts should be introduced to the student, the studio projects will have to be structured to provided these opportunities and the right time.
While we see studios getting more structured in the topic and outcomes spectrum, we also see the studio being more flexible from the student perspective. Part of this is in the increased collaborative nature of the studio. From some of the research that was done by members of this team in a previous research project, students find difficulty doing collaborative projects because of a lack of instruction/guidance in how teams should/can work. We see the studios of future to often include students from more than one of the design tracks, and forecast that the exact expectations of deliverables and work would be unique to the student’s track rather than the project. For example: while every team in a studio would be expected to produce the same end results, the individuals within a particular team would have different deliverables and expectations depending
tEAChING StRAtEGy
Curriculum Concept
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did not complete all requested items or completed them at and educational level that reflects not being ready for college in general and people who show somehow unusually high levels of beliefs that would not benefit the program (self identified racists or homicidal tendencies for example). Like stated before, most people would get through this stage and be invited to our next milestone.
Building on the model provided by activities like Football or Marching Band, we propose a one-week long Design Camp. Design Camp would occur during the summer, a few weeks before Autumn Semester would start. At Design Camp, participants would take part in a series of team-building activities and small design charrettes. The purpose of design camp, beyond the obvious of looking for naturally gifted students who just get design, is to provide insight into the personalities of the students. It would be the intention to be able to select student who are sort of prone to the Ohio State Design approach to design.
From Design Camp, a set number of students would be invited to be Pre-Design Majors in the program and would enter their first year in the program at the beginning of the school year. This year is spent taking Design Foundations courses and OSU general education credits.
At the conclusion of the Foundations Year, students
On the topic of student assessment, we have focused on a few ideas that would fall into what we might call Milestones in the curriculum, leaving assessment at the course level to be defined as outside the scope of this project. These Milestones will be easiest to discuss in what we see as a chronological order from the traditional student perspective.
Previous to coming to The Ohio State University, during the University application process, students would express an interest in applying to the Department of Design. They would then complete an application that is focused on assessing the student’s level of writing, critical thinking, reflection, collaborative experiences, and basic design knowledge. This application, along with the student’s academic record (ACT scores, GPA, Community Involvement, etc...) would be used to begin get a feel for the student and their abilities to succeed on the basis of work ethic, communication skills, and perspective.
From these applications, there would be a light “weeding-out” of applicants. It is important to note that this is a LIGHT “weeding-out” in the sense that most applicants would make it through this stage. Only the most extreme instances would not make it through. Examples of what we feel might not make it through this level of screening would instances such as the following: People who just
ASSESSMENt
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would take an Entrance Exam. This would be similar to the type of exam currently given to students entering the program. There would be a series of tasks, a portfolio review, an interview, and a declaration of intended design track (Management, Research, or Practice). The accepted students would then enter their second year as majors in the program.
Once accepted into the program, every student will be subject to a year-end review. We imagine that these would be conversations between the individual student and the faculty. We hope that for the majority of students, these conversations will be a simple as “Hello Designer, you are doing a great job. Keep up the good work. Over the summer, enjoy your internship and update your portfolio.” Given this hope, the year-end review does serve two purposes. One, it is a reminder to the student to stay on their game. Two, it is an annual opportunity for the faculty to give recommendations or suggestions to any students who are not doing as well as they could or need a bit more motivation. These sessions would continue until the fourth year in the program when they would be presenting a Thesis Project for graduation.
So what does all this look like?
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Curriculum Map (1 of 2)
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anag
emen
t
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ding
cros
s cu
ltura
l com
m.
rese
arch
met
hods
inte
rper
sona
l com
m. m
etho
ds
soft
war
e
co-c
reat
ion
cogn
ition
| ps
ycho
logy
appr
oach
anal
yzin
g
netw
ork
entr
epre
neur
ship
stra
tegi
c de
sign
glob
alis
m
prog
ram
min
g
syst
ems
thin
king
design manager thesis
design practitioner thesis
design researcher thesis
mar
ketin
g
team
man
agem
ent
publ
ic re
latio
ns
desi
gn fo
r ser
vice
ergo
nom
ics
mod
elin
g
desi
gn fo
r exp
erie
nce
lead
ersh
ip
faci
litat
ions
of
inte
ract
ion
map
ping
prac
tical
ski
lls
beha
vior
al s
cien
cem
ater
ials
and
pro
cess
es
orga
nizi
ng
desi
gn la
w
stor
y te
lling
mar
ket r
esea
rch
2
3
1
4 6 7
8
79
Curriculum Map (2 of 2)
5#
solv
ing
inte
rnsh
ip
stud
y ab
road
4D
iden
tifyi
ng
manager
foundation
design camp
assessment points
thinking
doing
scope
context
practice
communication
semesters
practitioner
researcher
sust
aina
bilit
y
potf
olio
repr
esen
ting
soci
al /
envi
ronm
enta
l res
pons
ibili
ty
part
-tim
e in
tern
ship
case
stu
dies
2D user
nee
ds
desi
gn th
inki
ng
visu
aliz
atio
n
desi
gn h
isto
ry
team
-wor
k
desi
gn m
etho
dolo
gy
intr
o to
thre
ads
shar
ing
colla
bora
tion
brainstorming
innovation
3D
layout
cultureethics
color
typography
professional practices
public speaking
listening
proj
ect m
anag
emen
t
bran
ding
cros
s cu
ltura
l com
m.
rese
arch
met
hods
inte
rper
sona
l com
m. m
etho
ds
soft
war
e
co-c
reat
ion
cogn
ition
| ps
ycho
logy
appr
oach
anal
yzin
g
netw
ork
entr
epre
neur
ship
stra
tegi
c de
sign
glob
alis
m
prog
ram
min
g
syst
ems
thin
king
design manager thesis
design practitioner thesis
design researcher thesis
mar
ketin
g
team
man
agem
ent
publ
ic re
latio
ns
desi
gn fo
r ser
vice
ergo
nom
ics
mod
elin
g
desi
gn fo
r exp
erie
nce
lead
ersh
ip
faci
litat
ions
of
inte
ract
ion
map
ping
prac
tical
ski
lls
beha
vior
al s
cien
cem
ater
ials
and
pro
cess
es
orga
nizi
ng
desi
gn la
w
stor
y te
lling
mar
ket r
esea
rch
2
3
1
4 6 7
8
Curriculum Concept
80
3 4
3 4
21
* Design Thinking* Visualization
* 2D
* User Needs
* Brainstorming* Innovation
* 3D* Layout
* Culture* Ethics
* Identi�cation
* Sustainability
Com
mon
Man
ager
* Representing
* Social/Environmental Responsibility
* Organizing
* Design History * Color* Typography
* Case Studies
8
8
Thinking
Doing
Scope
Context
Practice
Communication
In the �rst and second semester students learn common skills and concepts.After the �rst year they split up into their speci�cations and only share a few concepts.
* Storytelling* Cross Cultural Communication
* Professional Practices* Intro to Threads* Team work* Design Methodology
* Part-time Internship
* Portfolio
* Project Management* Branding
* Design Law
Manager
Practitioner
Researcher
Prac
titio
ner
* 4D* Software
* Mapping* Organizing
* Practical Skills* Case Studies
* Materials and Proceses
* Storytelling
Rese
arch
er
* Approach * Research Methods
* Market Research
7
7
* Facilitation of Interaction
* Leadership
* Programming
* Systems Thinking
* Market Research
* Network
* Team Management* Public Relations
* Entrepreneurship* Marketing
5
* Solving
5
* Design for Service
* Ergonomics
* Co-Creation
* Analyzing
*Strategic Design
* Globalism
6
6
* Internship* Study Abroad
* Modeling
* Design for Experience
* Cognition/ Psychology
* Interpersonal Communication Methods
* Behavioral Science
* Design Law
* Publics Speaking* Listening
* Sharing * Collaboration
3 4
3 4
21
* Design Thinking* Visualization
* 2D
* User Needs
* Brainstorming* Innovation
* 3D* Layout
* Culture* Ethics
* Identi�cation
* Sustainability
Com
mon
Man
ager
* Representing
* Social/Environmental Responsibility
* Organizing
* Design History * Color* Typography
* Case Studies
8
8
Thinking
Doing
Scope
Context
Practice
Communication
In the �rst and second semester students learn common skills and concepts.After the �rst year they split up into their speci�cations and only share a few concepts.
* Storytelling* Cross Cultural Communication
* Professional Practices* Intro to Threads* Team work* Design Methodology
* Part-time Internship
* Portfolio
* Project Management* Branding
* Design Law
Manager
Practitioner
Researcher
Prac
titio
ner
* 4D* Software
* Mapping* Organizing
* Practical Skills* Case Studies
* Materials and Proceses
* Storytelling
Rese
arch
er
* Approach * Research Methods
* Market Research
7
7
* Facilitation of Interaction
* Leadership
* Programming
* Systems Thinking
* Market Research
* Network
* Team Management* Public Relations
* Entrepreneurship* Marketing
5
* Solving
5
* Design for Service
* Ergonomics
* Co-Creation
* Analyzing
*Strategic Design
* Globalism
6
6
* Internship* Study Abroad
* Modeling
* Design for Experience
* Cognition/ Psychology
* Interpersonal Communication Methods
* Behavioral Science
* Design Law
* Publics Speaking* Listening
* Sharing * Collaboration
Final project DocumentationThe Ohio State UniversityDesign 760 (Spring 2010)Professor Carol GillCurriculum Re-design Research Project
Allen CochranMelanie DreserAle MattosGabe Tippery
Research Facilitators