DESIGNING A DESIGN CURRICULUM
Supposeeducation was asubway system
Trains would bedegree grantingprograms withinthe system
Stops wouldrepresentconcepts thatstudents arerequired to learn
Now considera specificprogram...Design, forinstance
All studentsstart on thesame train
FoUNDAtIoNS
Then theytransfer to theirdegree programof choice
DESIGN RESEARChERDESIGN pRACtItIoNERDESIGN MANAGER
And each of thestops fall underspecific learningoutcomes
thinkingDoingScopeContextpracticeCommunication
Confused?
huh?
We were too. Sohere’s how wegot there.
StARtING poINt
DESIGNING A DESIGN CURRICULUM                Final Documentation                The Ohio State University                D...
CoNtENtS23   Introduction26   Research28     Secondary Research Insights33     Primary Research Insights38        Pilot Te...
The Ohio StateUniversityDepartmentof DesignCurriculumRe-designProject
INtRoDUCtIoNIn 2012, all of The Ohio State University will betransitioning to a semester schedule rather than thecurrent q...
Research
RESEARChResearch for this project was two fold: (1) secondary     to a website. From there, each participant officiallyres...
ResearchSECoNDARy RESEARCh INSIGhtS► SCOPE OF PROFESSIONAL DESIGN PRACTICE                 ●   In most of the Asia and Mid...
Research     ●   Under the difficult economic conditions        ► SCOPE OF DESIGN EDUCATION (GABE)         of today innova...
Research     ●   In some capacities, design is a natural                   •	   The final outcome represents         part ...
Research           ○   As concepts are introduced and             ●   Areas of the future: Technology, Social/            ...
Research         (cont’d) design, global, collaboration,         co-design, co-creation, design-thinking,         interact...
pRIMARy RESEARChINSIGhtSAs mentioned, we asked participants to complete anonline priming activity. The participants engage...
ResearchpRIMING           MAkEtooLACtIvIty SCREEN   DowNLoAD SCREEN34
ResearchFoLLow Up         thANk yoU / FINALQUEStIoN SCREEN   SCREEN35
ResearchMAkEtooL ACtIvIty                               Instructions                               What does the future of...
ABSTRACT           HTML/CSS          RESEARCHINGDRAWING            HUMAN             RETAILANIMATING          INTERACTION ...
First we askedthree designersto participate ina pilot study
ResearchJAMIEFemale, 26Fashion Designer, Abercrombie & FitchColumbus, Ohio     1         2          3             4   5   ...
ResearchStEFFANMale, 24Digital DesignerUlm, Germany     Interaction -Design Curriculum     1           2                  ...
ResearchvANESSAFemale, 30Visual Communications Designer (Weleda)Schwaebisch Gmeund     1         2          3          4  ...
Our pilotparticipantshad some thingsto saySo we madesome changes
FEEDbACkMAKE THE INSTRUCTIONSCLEARERLET PARTICIPANTS KNOWTHEY DON’T HAVE TOUSE EVERYTHINGIDENTIFY THAT THERE IS NORIGHT OR...
Second, aftersome changes,we asked aninternationalgroup ofdesigners toparticipate
ResearchANNIEFemale, 28Designer, NBBJColumbus, Ohio     1                         2                       3               ...
ResearchbARbARAFemale, 32Visual Communication and Industrial Designer, HS AnhaltDesign Masters Candidate, HS Anhalt, Dessa...
ResearchbRItFemale, 28Fashion Designer, Makeup ArtistNew York City, New York     1                           2            ...
ResearchJoELLEFemale., 25Design Masters Candidate, The Ohio State UniversityColumbus, Ohio     1                          ...
ResearchMERtMale, 26Design Masters Candidate, The Ohio State UniversityColumbus, Ohio        1                    2       ...
ResearchNICkMale, 35Interior Design Student, The Ohio State UniversityColumbus, Ohio     1                     2          ...
ResearchpAULMale, 26Cognitive Systems Engineering Doctoral Candidate, The Ohio State UniversityColumbus, Ohio     1       ...
We learned a lot
ResearchpRIMARy RESEARChINSIGhtS► ANNIE                                                            design concepts     ●  ...
Research     ●   Other important topics: culture,                    ●   Start of thesis in 6th quarter to give         in...
Research     ●   Start of thesis in 6th quarter to give                     ○   2 - Design Thinking, Research, Team-      ...
Research     ●   Topic of portfolio creation and                            and 4D basics and both analogue and         ma...
Research           ○   7 - Learning teamwork.                    ●   Quote 1: “Making me really stressed out for          ...
New CurriculumDesign
What wecameup with
MissionTO PREPARE OUR STUDENTS TO DEVELOP ACLEAR AND UNIQUE VISION, BASED IN CRITICALTHINKING AND THE ABILITY TO CLEARLY S...
VisionTHE DEPARTMENT OF DESIGN AT THE OHIO STATEUNIVERSITY ENVISIONS BEING THE LEADINGPROGRAM IN DESIGN RESEARCH AND CREAT...
Learning OutcomesFOR THE PURPOSE OF SETTING UP OUR BROAD AREASOF LEARNING OUTCOMES, ITEMS 1-5 WERE MORE ORLESS HANDED DOWN...
Curriculum ConceptthINkING                                              IMpACt (SCopE)The ability to address design opport...
Curriculum ConceptCoNCEptS DEFINItIoNSGlobal concepts that appear throughout the                 BRANDINGcurriculum and ma...
Curriculum ConceptCOLOR                                                     DESIGN METHODOLOGYBeing adept at the use and i...
Curriculum ConceptETHICS                                                  LAYOUTTopics dealing with values relating to hum...
Curriculum ConceptNETwORK                                                  PRACTICAL SKILLSThe discipline of knowledge con...
Curriculum ConceptSOCIAL / ENvIRONMENTAL RESPONSIBILITY                       SYSTEMS THINKINGUnderstanding of the ethics,...
These conceptswill eventuallydrive thecreation ofcourses – onecourse maycontain severalcurriculumconcepts
Curriculum ConceptCoRE FoUNDAtIoNS                                        DEGREE tRACk 1:oF DESIGN –                      ...
Curriculum ConceptDEGREE tRACk 2:                                       DEGREE tRACk 3:DESIGN                             ...
Curriculum ConcepttEAChING StRAtEGyWe largely see Studio-Based Learning as the central      on the student’s track. The Re...
Curriculum ConceptASSESSMENtOn the topic of student assessment, we have focused          did not complete all requested it...
Curriculum Conceptwould take an Entrance Exam. This would be similarto the type of exam currently given to studentsenterin...
So what does allthis look like?
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20100606 d760 finaldoc_v03_f_02
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20100606 d760 finaldoc_v03_f_02

  1. 1. DESIGNING A DESIGN CURRICULUM
  2. 2. Supposeeducation was asubway system
  3. 3. Trains would bedegree grantingprograms withinthe system
  4. 4. Stops wouldrepresentconcepts thatstudents arerequired to learn
  5. 5. Now considera specificprogram...Design, forinstance
  6. 6. All studentsstart on thesame train
  7. 7. FoUNDAtIoNS
  8. 8. Then theytransfer to theirdegree programof choice
  9. 9. DESIGN RESEARChERDESIGN pRACtItIoNERDESIGN MANAGER
  10. 10. And each of thestops fall underspecific learningoutcomes
  11. 11. thinkingDoingScopeContextpracticeCommunication
  12. 12. Confused?
  13. 13. huh?
  14. 14. We were too. Sohere’s how wegot there.
  15. 15. StARtING poINt
  16. 16. DESIGNING A DESIGN CURRICULUM Final Documentation The Ohio State University Design 760 (Spring 2010) Professor Carol Gill Curriculum Re-design Research Project Allen Cochran Melanie Dreser Research Facilitators Ale Mattos Gabe Tippery
  17. 17. CoNtENtS23 Introduction26 Research28 Secondary Research Insights33 Primary Research Insights38 Pilot Test44 Field Test58 New Curriculum Design60 Mission61 Vision62 Learning Outcomes63 Curriculum Concepts64 Concept Definitions72 Teaching Strategy73 Assessment76 Map80 Structure
  18. 18. The Ohio StateUniversityDepartmentof DesignCurriculumRe-designProject
  19. 19. INtRoDUCtIoNIn 2012, all of The Ohio State University will betransitioning to a semester schedule rather than thecurrent quarter system. Because of this transition, theDepartment of Design at OSU is undergoing excitingnew changes. We are evaluating and updating ourcore design curriculum so our students learn the newand rapidly changing standards of design and thusgraduate as extremely productive members of theprofessional world.Our purpose, and what is contained in the remainderof this book, is to research the professional andeducational aspects of design around the worldand to render that information into a usablecurriculum guidelines.Presented here is an analogy between our curriculumconcept and a subway system. As you proceed furtheron through the system, the train you ride on activelyleads you through conceptual stations. One after theother, concepts compile until students reach the end ofthe track or graduation.
  20. 20. Research
  21. 21. RESEARChResearch for this project was two fold: (1) secondary to a website. From there, each participant officiallyresearch into design around the world and (2) agreed to being a part of study and proceeded to aprimary research in the form of an interpretive short list of priming activities and questions.MakeTool activity. First participants filled out a “Letter to Education.”SECONDARY RESEARCH (Page 28). This letter was filled out in several differentAt the beginning of this project we separated the parts that make up the body of a letter. It was gearedsecondary research into several areas: 1) the state of at asking participants to discuss what they receivedprofessional design around the world, 2) the state from there educational instruction and what theyof design education around the world, 3) the state wish they would have received.of professional design and design education at TheOhio State University, 4) interpretations of a MakeTool Following that, participants clicked to the next screenactivity done by the OSU Department of Design where they were directed to download a PDF (pagefaculty about the future of design education, and 28), open it in Adobe Illustrator where they could5) interpretations of the same MakeTool activity as edit it, and follow the instructions within. This activitybefore but this time done by the OSU Department of allowed participants, all ready primed by the letterDesign graduate students. before, to created a design curriculum of their choice within the confines of eight academic periods.PRIMARY RESEARCH These academic periods, to us as facilitators, meant four years or eight semesters, but this was left toFollowing the collection of our secondary research, the participants’ imagination. After each participantwe designed and executed an interpretive MakeTool finished the MakeTool, they were instructed to e-mailactivity to learn about people’s dreams for the it to us and click to the next screen.ideal design curriculum of the future. Participantswere recruited by our team from our lengthy list Last, participants were asked a few follow upof professional, educational, and personal contacts questions (page 29) about some of the digitalboth around the United States and international in MakeTool collage and then a few subsequentcountries such as Germany and Brazil. Our MakeTool demographic questions for our benefit. Afterwards,was completely digital. Participants received an they clicked to a Thank You slide.e-mail that explained our project and directed them
  22. 22. ResearchSECoNDARy RESEARCh INSIGhtS► SCOPE OF PROFESSIONAL DESIGN PRACTICE ● In most of the Asia and Middle-east the ● There is a professional need for students government is still the most powerful to come out of college with some fairly existing authority that can make large advanced technical (software) skills. scale national decisions. Because of this there are divisions and offices within the ● PROBLEM SOLVING: Focus on sustainability, governmental structure of these countries user experience / needs, and experience which are managing design-related issues design. and decisions. If we look at the big picture ● Collaboration, creativity, and for these regions, it is partly due to the communication skills are important current state of the economy and industry. requirements. ● While the economy is still not strong ● Standard career descriptions like Product enough to support it, design is stimulating Design, Visual Communication Design, the economy in these regions. Design is and Interior Design are still important. need driven and transitioning into a very However, new job descriptions such as distinctive identity. Environmental Design, Business Design ● In Europe and the United States, the and Design Research are becoming trends economy is stable but is receiving added in job offerings. stimulation from the design industry ● The companies we researched are which is consumer influenced and represented in every market sector and innovation driven. Design can impact a variety of different services. They range these economies significantly because from health to technology. they are no longer in the basic stages ● Design companies look for designers of development. who are experts in their field and who ● This will help design to evolve past are proficient in the relevant software function, and form could follow emotion. programs, as well as design specific skills. This will lead to emerging design thinking Additionally to these basics, they are and philosophies that could change how seeking thinkers and progressive, curious, design is created and applied rather than creative and collaborative individuals. what design is.28
  23. 23. Research ● Under the difficult economic conditions ► SCOPE OF DESIGN EDUCATION (GABE) of today innovation has quickly become ● While there are several schools pursuing the key factor that determines the winners “non-traditional” curriculum, they are all from the losers in big business. However, doing it at the grad level or above. the utilization of this resource appears ● The majority of schools take one of two to have specific applications. Large Non- approaches to undergraduate curriculum: Design Companies have internal designers who design corporate communications ○ Immediately silo-ed upon entering and maintain internal branding standards. the major. However, the majority of their innovation ○ A foundational year then silo-ed is outsourced to external design firms with individual tracks. around the world. Some creatives are retained internally as key decision makers, ► SCOPE DESIGN AT OSU but the dynamic product innovation, brainstorming, and testing appears to be ● Professional Design exists in most externally developed. These administration departments, colleges, and centers across level internal creative positions ask for the university. critical agency experience. Possibly to ● The scope of design services at OSU ensure that this individual can successfully mostly include web design and print navigate the agency structure and media but are expanding into social media corporate structure to retain efficient and more digital realms. communication of product expectations. ● At the moment, facilities services includes ● The exception s to these standards are it’s own group that designs for web and companies in the automotive print, but the scope of their services also industry (BMW) and some technology incorporates architectural design, urban companies (APPLE) who have planning, and facilities management. strong internal design teams that engineer ● The principles of design is taught their product innovations. throughout the university.29
  24. 24. Research ● In some capacities, design is a natural • The final outcome represents part of the established curriculum such as the end state of a degree. within Art and Dance; however in other ○ Design process can also equal the situations, the principles of design are learning within one class: being taught seemingly beyond the scope • The first third as the discovery of a particular program such as in the phase. instance of Veterinary Sciences, College of Engineering or the Center for Automotive • The second third as the design Research. and development phase. ● The Department of Design, like all • The last third as the academic departments, are based on implementation and complex rules. production phase. ● There is a significant amount of jargon and ○ The global and course oriented technical language involved in curriculum scope (as it applies to Liz’s chart) management. should be communicated clearly to students. ● Evaluation of current design curriculum ● Education and the courses for each degree ○ Design process can equal design should have an increasing amount of the education: following: • To evaluate a current ○ Exploration academic curriculum with multiple programs we could ○ Conceptualization related our department’s ○ Visualization teaching styles to Liz Sanders’ ○ Prototyping diagram of the design process. ○ Implementation • The fuzzy front end represents the start of learning for ● As new concepts are introduced a degree. throughout a students education, students may progress and regress through these phases..30
  25. 25. Research ○ As concepts are introduced and ● Areas of the future: Technology, Social/ built on, students should also be Cultural/Environmental Sustainability, gaining advanced knowledge within Collaboration, and Connectivity. each concept. Similar to Maslow’s ● Dream of design education as being Hierarchy of Needs we can rate this proactive, and leading the field instead of adoption of knowledge as: reactive to the demands of professional • Understanding: perception of practice. intended meaning. ● “...All the answers are not wrapped up in • Learning: acquisition of technology, especially with how quickly knowledge or skills through it’s changing. Socially responsible... experience. collaborative spirit... harmonious... which • Knowing: application through are all things independent of technology.” competency. ► INTERPRETATION OF GRADUATE STUDENT MAKETOOLS► INTERPRETATION OF FACULTY MAKETOOLS ● There are a lot of good things that are ● Environmentally consciousness, co- happening in the present. Some of them creation, collaboration, story-telling and just need to be adapted or transformed connectivity were in a lot of the boards. ● There is a fear of not keeping up with ● Hand skills are present in the future as technology. Consequently, design schools much it was present in the past and should approach technology. present. (The basics should be learned, no matter how technology advances). ● The walls between practice and education need to be broken down. ● Being more inter- or multi-disciplinary is important. ● Collaboration, co-creation, connectivity and inter-dispciplinary practices were ● Design should be more socially and present in almost all the boards. culturally responsive. ● Most used words to be considered for ● Design as umbrella concept, and not the future: environmentally conscious, individual disciplines. interdisciplinary, social change, experience31
  26. 26. Research (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.32
  27. 27. pRIMARy RESEARChINSIGhtSAs mentioned, we asked participants to complete anonline priming activity. The participants engaged allhad a design background but were at varying stagesin their design career. Some were professionals in thefield, others were upper-level students and others wereeducators. For this activity, we had them write a letter,within a loose given structure, to their respective designeducation. This letter asked the participant to reflect onthe 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-basedsections that would reflect what they saw to be the“ideal design curriculum.”Upon completing this activity, the participants returnedto the online tool to complete a short follow-upquestionnaire. This portion asked a few questions to thenature of technology and software that was importantto be included in a curriculum, other areas of academiathat have potential for cross-disciplinary collaborations,and larger topics of interest to the future of design.These participant inputs were central to our decisionmaking process as the project moved forward. Theyprovided a set of constraints and insights into whatis desired by the design community that we couldmeasure our ideas against.
  28. 28. ResearchpRIMING MAkEtooLACtIvIty SCREEN DowNLoAD SCREEN34
  29. 29. ResearchFoLLow Up thANk yoU / FINALQUEStIoN SCREEN SCREEN35
  30. 30. ResearchMAkEtooL ACtIvIty Instructions What does the future of design look like? How Create your own curriculum using the can design curriculums teach that? Using your matrix to the left and the boxes below. professional knowledge and experience, what would you imagine students needs to know in You don’t have to use all the boxes. You order to graduate and be a successful can use boxes more than once if you need. Use as few or as many boxes as you’d like to. The matrix below represents 8 academic periods. Below, there are a number of design Feel free to add other items as needed. oriented nouns and verbs. Drag these boxes Special boxes are below on the left to from below to the matrix above to outline your add whatever you need. 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 Please send it back! this lacks, please add. Your creative insights will to us. You can return this PDF to Allen Cochran at help us formulate the curriculum of 2015. cochran.291@osu.edu. If you have questions, don’t hesitate to let us know. Write cochran.291@osu.edu or call (513) 549 1554 1 2 3 4 5 6 7 8 Animating Prototyping Branding Environmental Innovation Psychology Abstract Drawing Realistic Drawing Make your Cooperating Representing Business Environments Interaction Retail Animation Rendering Own Collaborating Researching Cognition Ergonomics Internship Service Basic 2D Communicating Selling Collaboration Ethics Issues Service Design Basic 3D Spreadsheet If you feel an Experiencing Sensing Color Experiences Layout Social Basic 4D Team-work additional box is Interacting Sharing Color Theory FIlm Lighting Social Responsibility Bitmap Graphics Technical Drawing needed, use the Leading Sketching Coop Furniture Management Strategy Digital Modeling Vector Graphics box below to create Learning Strategizing Culture General Education Needs Study Abroad Computers Web whatever else Listening Synthesizing Design History Global Issues Objects/Products Sustainability HTML/CSS Wood Working you’d like. Managing Translating Design Law Hospitality Photography Sustainable Java/Action Script Word Processor Use the Text Tool Blank Organizing Transforming Design Research Human Interaction Presentation Typography Metal Working to edit these boxes Blank Presenting Understanding Design Thinking Humans Print User Experience Perspective Drawing Thesis Blank Programming Visualizing Entrepreneurship Information Professional Organization Users Rapid Prototyping Final Project36
  31. 31. ABSTRACT HTML/CSS RESEARCHINGDRAWING HUMAN RETAILANIMATING INTERACTION SELLINGANIMATION HUMANS SENSINGBASIC 2D INFORMATION SERVICEBASIC 3D INNOVATION SERVICE DESIGNBASIC 4D INTERACTING SHARINGBITMAP GRAPHICS INTERACTION SKETCHINGBRANDING INTERNSHIP SOCIALBUSINESS ISSUES SOCIALCOOPERATING JAVA/ACTION RESPONSIBILITYCOGNITION SCRIPT SPECIFICATIONCOLLABORATING LAYOUT SPREADSHEETCOLLABORATION LEADING STRATEGIzINGCOLOR LEARNING STRATEGYCOLOR THEORY LIGHTING STUDIOCOMMUNICATING LISTENING STUDY ABROADCOMPUTERS MANAGEMENT SUSTAINABILITYCO-OP MANAGING SUSTAINABLECULTURE METAL WORKING SYNTHESIzINGDESIGN HISTORY OBJECTS TEAM-WORKDESIGN LAW ORGANIzING TECHNICALDESIGN RESEARCH PERSPECTIVE DRAWINGDESIGN THINKING DRAWING TRANSFORMINGDIGITAL MODELING PHOTOGRAPHY TRANSLATINGENTREPRENEURSHIP PRESENTATION TYPOGRAPHYENVIRONMENTAL PRESENTING UNDERSTANDINGENVIRONMENTS PRINT USER ExPERIENCEERGONOMICS PROFESSIONAL USERSETHICS ORGANIzATION VECTOR GRAPHICSExPERIENCES PROGRAMMING VISUALIzINGExPERIENCING PROTOTYPING (OBJECTS,FILM PSYCHOLOGY ENVIRONMENTS)FURNITURE RAPID WEBGENERAL PROTOTYPING WOOD WORKINGEDUCATION REALISTIC DRAWING WORD PROCESSOGLOBAL ISSUES RENDERINGHOSPITALITY REPRESENTING
  32. 32. First we askedthree designersto participate ina pilot study
  33. 33. ResearchJAMIEFemale, 26Fashion Designer, Abercrombie & FitchColumbus, Ohio 1 2 3 4 5 6 7 839
  34. 34. ResearchStEFFANMale, 24Digital DesignerUlm, Germany Interaction -Design Curriculum 1 2 3 4 5 6 7 8 Electronics / Soldering Hardware Prototyping Screen-Typography THESIS User Testing 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.40
  35. 35. ResearchvANESSAFemale, 30Visual Communications Designer (Weleda)Schwaebisch Gmeund 1 2 3 4 5 6 7 841
  36. 36. Our pilotparticipantshad some thingsto saySo we madesome changes
  37. 37. FEEDbACkMAKE THE INSTRUCTIONSCLEARERLET PARTICIPANTS KNOWTHEY DON’T HAVE TOUSE EVERYTHINGIDENTIFY THAT THERE IS NORIGHT OR WRONGADD A LARGER VARIETYOF WORDSREMOVE CERTAIN WORDS LIKENAMES OF SOFTWAREPROVIDE MORE OF ANOPPORTUNITY TO ADD WORDSREDUCE THE SIzE OF THEWORD BOxESMAKE IT MORE APPARENT THATYOU MUST OPEN THE FILE INADOBE ILLUSTRATORCLEARLY STATE WHO THE FILESHOULD BE E-MAILED BACK TO
  38. 38. Second, aftersome changes,we asked aninternationalgroup ofdesigners toparticipate
  39. 39. ResearchANNIEFemale, 28Designer, NBBJColumbus, Ohio 1 2 3 4 5 6 7 8 Communicating Collaboration Communicating Collaboration Communicating Visualizing Ethics Collaboration HTML/CSS Communicating Internship Communicating Design History Color Communicating Java/Action Script Learning Collaboration Entrepreneurship Strategy Color Theory Design Thinking Sharing Digital Modeling Culture Communicating Strategizing Presentation Presenting Basic 2D Basic 3D Basic 4D Study Abroad Prototyping Thesis Final Project Collaborating Vector Graphics Rendering Web Team-work Ergonomics Users Representing Listening Bitmap Graphics Animation Global Issues User Experience Managing Sustainability Typography Rapid Prototyping Design Research Business Wood Working Organizing Realistic Drawing Print Programming FIlm Experiences Interaction Professional Organization Layout Technical Drawing Lighting Collaboration Abstract Drawing Photography Perspective Drawing Furniture Sketching Understanding45
  40. 40. ResearchbARbARAFemale, 32Visual Communication and Industrial Designer, HS AnhaltDesign Masters Candidate, HS Anhalt, Dessau Germany 1 2 3 4 5 6 7 8 Prototyping Prototyping Prototyping Prototyping Prototyping Prototyping Thesis Thesis Cooperating Cooperating Cooperating Cooperating Cooperating Cooperating Final Project Final Project Collaborating Collaborating Collaborating Collaborating Collaborating Collaborating Communicating Communicating Communicating Communicating Communicating Communicating Experiencing Experiencing Experiencing Experiencing Experiencing Experiencing Interacting Interacting Interacting Interacting Interacting Interacting Learning Learning Learning Learning Learning Learning Listening Listening Listening Listening Listening Listening Presenting Presenting Presenting Presenting Presenting Presenting Sharing Sharing Sharing Sharing Sharing Sharing Sketching V Sketching Sketching V Sketching Sketching V Sketching Transforming Transforming Transforming Transforming Transforming Transforming Understanding Understanding Understanding Understanding Understanding Understanding Visualizing Visualizing Visualizing Visualizing Visualizing Visualizing Cognition Cognition Cognition Cognition Cognition Cognition Collaboration Collaboration Collaboration Collaboration Collaboration Collaboration Color Color Theory Color Theory Culture Culture Culture Culture Culture Culture Design History Design History Design History Design History Ergonomics Environmental Environmental Photography Photography Presentation Presentation Presentation Presentation Presentation Presentation Abstract Drawing Sustainability Sustainability Typography Typography Strategy Wood Working Human Interaction Human Interaction Service Design Realistic Drawing Basic 2D Basic 2D Internship Internship Internship Innovation Basic 3D Basic 3D Social Responsibility Social Responsibility Innovation Metal Working M Objects/Products Objects/Products Objects/Products Objects/Products Ethics Ethics Print Print Print Print Vector Graphics Vector Graphics Technical Drawing Technical Drawing Study Abroad Web Web Web Web Rendering Rendering Animation Animation Team-work Team-work Team-work Team-work Team-work46
  41. 41. ResearchbRItFemale, 28Fashion Designer, Makeup ArtistNew York City, New York 1 2 3 4 5 6 7 8 Color Theory Color Design Thinking Design Research Coop Listening Study Abroad Thesis Thesis Sketching Researching Strategizing Visualizing Basic 2D Sharing Branding Sensing Translating Culture Basic 3D Presenting Realistic Drawing Leading Objects/Products Information Persuasion Human Interaction Design History Presentation Social Responsibility Layout Environmental Organizing Learning Business Sustainability Typography Print Ethics Photography Collaboration Listening Computers FIlm Communicating Visualizing Vector Graphics Lighting Management Sensing Abstract Drawing Entrepreneurship Issues Needs Rendering Culture Bitmap Graphics Innovation Prototyping Objects/Products Users User Experience General Education Word Processor Spreadsheet Team-work Selling47
  42. 42. ResearchJoELLEFemale., 25Design Masters Candidate, The Ohio State UniversityColumbus, Ohio 1 2 3 4 5 6 7 8 Perspective Drawing Understanding Animation Psychology Service Design Thesis Business Leading Color Professional Sketching Branding Digital Modeling Prototyping Study Abroad Entrepreneurship Management Representing Sharing Cognition Bitmap Graphics Print Java/Action Script Professional Organization Communicating Layout Objects/Products Vector Graphics Presentation Rapid Prototyping Collaboration Interacting Ethics Global Issues Retail Lighting Team-work General Education Visualizing Presenting Innovation Culture Transforming Rendering Social Design History Sustainability Ergonomics Managing Synthesizing Environments Environmental Users Needs Photography Researching Social Responsibility Design Research Experiencing Experiences Human Interaction Typography Web Learning HTML/CSS Computers for Design Basic 2D Listening Internship Cooperating Basic 3D Strategizing Interaction Collaborating Internship Internship Study Abroad Final Project Basic 4D Organizing Translating Selling48
  43. 43. ResearchMERtMale, 26Design Masters Candidate, The Ohio State UniversityColumbus, Ohio 1 2 3 4 5 6 7 8 i want to remind you that i have a strong industrial design point of view Visualizing Layout Color Rendering Rapid Prototyping Design History Digital Modeling Design Law Team-work Computers Technical Drawing Basic 2D Realistic Drawing Basic 3D User Experience Perspective Drawing Users Objects/Products Typography Thesis Environmental Management Photography Final Project Presentation Study Abroad General Education Global Issues Business Sensing Print Internship Listening Furniture Ethics Experiencing Branding Leading Lighting Culture Experiences Ergonomics Design Research Managing Learning Design Thinking Collaborating Innovation Researching Needs Communicating Selling Sketching Sustainability Interaction Sustainable49
  44. 44. ResearchNICkMale, 35Interior Design Student, The Ohio State UniversityColumbus, Ohio 1 2 3 4 5 6 7 8 Design 1 Design 2 Design 3 Design 4 Design 5 Design 6 Design 7 Design 8 Basic 2D Basic 3D Basic 4D 3D Modeling 4D Rendering Sketching Design Research Animation Digital Modeling Lighting Sustainability Internship Professional Organization Abstract Drawing Researching Animating Color Theory Furniture Environmental Study Abroad Perspective Drawing Cognition Human Interaction Culture Strategy Building Technical Drawing Communicating Materials Ethics Realistic Drawing Collaboration Construction Social Responsibility Design Thinking Design History Vector Graphics Synthesizing Organizing Branding Service Design Rapid Prototyping Design Law Typography Presenting Programming Objects/Products Retail Psychology Visualizing Interacting Managing Wood Working Service User Experience Photography Portfolios Prototyping Social Ergonomics Representing Hospitality Layout Final Project Computer Programs: Computer Programs: Computer Programs: 5th Semester Review: Computer Programs: Computer Programs: Thesis Photoshop Flash AutoCAD Maya Java/Action Script Illustrator Rhino Raytrace Bitmap Graphics InDesign GIF animation Bonzai 3d VRay HTML/CSS Solid Works Web50
  45. 45. ResearchpAULMale, 26Cognitive Systems Engineering Doctoral Candidate, The Ohio State UniversityColumbus, Ohio 1 2 3 4 5 6 7 8 Design Thinking Collaborating General Education Experiencing Sustainability Information Cognition Users Researching Objects/Products Interacting Ergonomics Experiences Design Research Business Final Project Design History Sketching Communicating Innovation Strategizing Ethics Prototyping User Experience51
  46. 46. We learned a lot
  47. 47. ResearchpRIMARy RESEARChINSIGhtS► ANNIE design concepts ● Collaboration and communication are ○ 7 - Leading and managing consistently high in each semester. Both ○ 8 - Presenting appear in every column. ○ Participant would like to see a ● The concepts become more abstract as student learn the “basics” so that they progress. In the beginning they are later on the student could focus in more concrete. on research and design problems ● The first four semesters are mostly where the basic skills could be technical, skill-building concepts applied. ● Within the technical skills, there is an ► BARBARA emphasis on computer skills. ● First semesters - Basics, fundamental ● Instead, the skills that this designer has design principles. Basic knowledge, before seem to be well rounded. they actually layout. ● The participant believes this will produce ● Middle - Different areas. Different areas to a “well-rounded, diverse skill set” type understand design process as a whole and of designer also the specifications of each field. ● Semester Key Concepts: ● Last semesters - Specialization. ○ 1 - learning hand skills ● Students should have a more general ○ 2 - Developing hand skills degree, not focusing only in graphic or industrial, but much more on design ○ 3 - Sharing and learning thinking and problem solving. technological skills ● Minors/Specialization in: Service Design, ○ 4 - Developing technological skills Sustainable Development, Social and learning digital skills Innovation Design ○ 5 - Broadening cultural horizons and ● Interdisciplinary work on: Business, Fine learning globally Arts, Humanities ○ 6 - Understanding theory and big53
  48. 48. Research ● Other important topics: culture, ● Start of thesis in 6th quarter to give innovation, sustainability and social students more time to experiment and responsibility. implement everything they learned. ● Quote 1: “Learn not only from my teachers, ● Environmental, Sustainability and Social but also from my amazing classmates and Responsible Design is included in 3 from the world around me.” Quarters. Focus! ● Quote 2: “I am really glad that I came across ● Trans-disciplinary Studies: Business, so many different points-of-view of design, Behavioral Sciences. communication, and the world in general. ● Design Study: Entrepreneurship or ... Thank you for making presentations Design Management, Social Innovation and pitches such an important part of Design, Interaction Design, Experience projects, so that I could learn how to Design, Health Care Design, (All inclusive) present concepts, ideas and products in a Brand Management. really good way, which is very important in ► JOELLE design careers.” ● No specific software mentioned only► BRIT HTML/CSS and Java/Action Script. ● No specific software mentioned only However, in the survey she mentions HTML/CSS and Java/Action Script. a lot of software that are important However, in the survey she mentions to learn. In the make tool she created a lot of software that are important she mentions bitmap graphics, vector to learn. In the make tool she created graphics, animation and digital modelling, she mentions bitmap graphics, vector but leaves the software to gain these skills graphics, animation and digital modelling, open. but leaves the software to gain these ● In three of the eight quarters internship skills open. are offered to enhance and practice all the ● In three of the eight quarters internship skills the students learned. are offered to enhance and practice all the ● Study Abroad is offered skills the students learned. ● Study Abroad is offered.54
  49. 49. Research ● Start of thesis in 6th quarter to give ○ 2 - Design Thinking, Research, Team- students more time to experiment and work, and User Experience implement everything they learned ○ 3 - Product Focus Topics (Furniture, ● Environmental, Sustainability and Social Ergonomics, Objects) Responsible Design is included in 3 ○ 4 - “Design Core Crash Course” Basic Quarters. Focus 2D/3D, Modeling, Prototyping, ● Trans-disciplinary Studies: Business, Typography, layout design, color. Behavioral Sciences, Natural Sciences ○ 5 - Overview of Design Issues, ● Design Study: Service Design, Social Sustainability/Environment, Ethics, Innovation Design, Co-creative Design Culture, Innovation► MERT ○ 6 - Study Abroad, Internship, ● Made a big deal about the fact that his Collaboration & Communication curriculum has a strong ID bias. ○ 7 - Business & Management ● Curriculum very front loaded with skills ○ 8 - Thesis in semesters 1-4, then 5-7 are all theory ● Mert’s curriculum seems to be two years related. 8th is thesis. of pressing hard on the skills of being ● Visualization String runs through the first 4 a designer, then two years of the more semesters. theoretical topics of design knowledge. ● No mention to specific software. However, Throughout, there is a strong string of in the questionnaire, most of them were business related topics. listed, and in the fourth semester, the ► NICK participant listed “computers” and “digital ● Includes 5 semesters of specific computer modeling”. software learned. ● Semester Key Concepts ● “5th Semester Review” ○ 1 - Heavy focus on hand skills, ● Front load the skills, leaving second half of Design History and Law. education to topics for the most part.55
  50. 50. Research ● Topic of portfolio creation and and 4D basics and both analogue and management in the 3rd semester digital representation. His plan includes ● Strong string of topics on visualization and a lot of various representation software, presentation. techniques, and mediums. ● Semester Key Concepts: ► PAUL ○ 1 - Focus on Hand Skills, Design ● Participant’s collage is very theoretical History and Law, Users and ● Participant’s collage is very minimal. Psychology/Ergonomics. ● There is a large emphasis placed on big ○ 2 - Design Thinking/Research, concepts. Document/Presentation creation, ● The most specific concepts Paul brought Communication. in are Objects/Products, Sketching, and ○ 3 - Animation and Portfolio possibly Ergonomics. Presentation. ● Participant begins with history though and ○ 4 - Project Management, ends with a final project. Color Theory. ● Semester Key Concepts: ○ 5 - Silo Topics (IS: Lighting, Furniture, ○ 1 - Foundations in history and Specifications, Materials, etc), and general education. 5th Semester Review ○ 2 - Foundations in philosophy and ○ .6 - Overview of Design Issues, learning to visualize. Sustainability/Environment, Ethics, ○ 3 - Learning relationships. Culture, Innovation. ○ 4 - Ethics and responsibilities. ○ 7 - Study Abroad, Internship ○ 5 - Researching ideas and the ○ 8 - Professional Organizations & business side. Thesis ○ 6 - Understanding thinking and ● Nick’s curriculum has a strong emphasis human action. on a design core that includes 2D, 3D,56
  51. 51. Research ○ 7 - Learning teamwork. ● Quote 1: “Making me really stressed out for ○ 8 - Presenting. a majority of 2 years and focus too much on politics and craft and not enough time ● Participant describes this curriculum on the process of design.” at “well rounded” yet it seems to lack technical abilities and reinforce theoretical ● Quote 2: “I could have made more things thinking but later he describes that too in the classroom that could have had more much of a technological focus will answer real world application and that I could immediate needs in industry but not have done more interdisciplinary work.” 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.57
  52. 52. New CurriculumDesign
  53. 53. What wecameup with
  54. 54. MissionTO PREPARE OUR STUDENTS TO DEVELOP ACLEAR AND UNIQUE VISION, BASED IN CRITICALTHINKING AND THE ABILITY TO CLEARLY SEE THEPRESENT, EVALUATE IT IN THE CONTExTS OF SOCIAL,POLITICAL AND CULTURAL ENVIRONMENTS, ANDTHEN IMAGINE WHAT THE FUTURE COULD BE.OUR STUDENTS WILL BE ABLE TO SEE BEYONDCONVENTIONS, HABITS, SURFACE REACTIONS ANDDISINFORMATION — TO REVEAL A TRUE PICTUREOF PROBLEMS AND CONDITIONS, THEN CREATEAND REALIzE VISIONABLE SOLUTIONS. IN ADDITION,THE DEPARTMENT OF DESIGN IS COMMITTED TORESEARCHING, DISCOVERING AND TRANSMITTINGKNOWLEDGE TO MAKE LASTING CONTRIBUTIONSTO A GLOBAL SOCIETY THROUGH DESIGNRESEARCH, CRITICAL THINKING, COLLABORATIONAND A USER-CENTERED APPROACH.
  55. 55. VisionTHE DEPARTMENT OF DESIGN AT THE OHIO STATEUNIVERSITY ENVISIONS BEING THE LEADINGPROGRAM IN DESIGN RESEARCH AND CREATIONIN THE COUNTRY. ITS SUCCESSFUL PRACTICES,INSIGHTS, AND LESSONS WILL HELP TRANSFORMSTUDENTS INTO EFFECTIVE DESIGNERS ANDCRITICAL THINKERS WITH WELL-INTEGRATEDLEADERSHIP COMPETENCIES, DESIGN SKILLS ANDTEAM ABILITIES. THE PROGRAM WILL PREPAREOUR STUDENTS TO BE ABLE TO UPHOLD A VIABLEPOSITION IN THE PROFESSIONAL DESIGN WORLDAND TO CONTRIBUTE TO COLLABORATIVE TEAMSTHROUGH THEORETICAL AND PROFESSIONALSKILLS.
  56. 56. Learning OutcomesFOR THE PURPOSE OF SETTING UP OUR BROAD AREASOF LEARNING OUTCOMES, ITEMS 1-5 WERE MORE ORLESS HANDED DOWN TO US FROM THE DEPARTMENT.OUTCOME NUMBER 6, COMMUNICATION, WAS BORNOUT OF OUR RESEARCH. FROM THE SECONDARYRESEARCH PERSPECTIVE, THE PROFESSIONAL RESEARCHGROUP IDENTIFIED THAT COMMUNICATION SKILLS(PRESENTING, SPEAKING, WRITING, ETC.) AND THEABILITY TO WORK EFFECTIVELY IN A TEAM SETTINGWERE HIGHLY SOUGHT AFTER SKILLS HIRINGPROCESS. IN ADDITION TO THIS, THE MAJORITY OFOUR PRIMARY RESEARCH PARTICIPANTS INCLUDEDIDEAS ABOUT PUBLIC SPEAKING, PRESENTING, ANDCOMMUNICATION BETWEEN DIVERGENT POPULATIONSIN THEIR “IDEAL CURRICULUM” ACTIVITIES. WHILESOME OF THESE IDEAS WERE ALREADY INCLUDED INTHE FIVE PROVIDED CATEGORIES, WE AS A TEAM FEELTHAT COMMUNICATION IS SUCH A FUNDAMENTALLYIMPORTANT COMPONENT OF A DESIGN EDUCATIONTHAT IT WARRANTS ITS OWN CATEGORY. THIS WILL HELPENSURE THAT COMMUNICATION GETS THE ATTENTIONIT NEEDS IN ALL ITS VARIOUS MANIFESTATIONS.
  57. 57. Curriculum ConceptthINkING IMpACt (SCopE)The ability to address design opportunities, An understanding of the role and ethicalincluding the skills of problem identification, responsibility of design in the local andformulation, qualitative and quantitative research, global context, including the foundationalanalysis, synthesis, prototyping, user testing, and comprehension of the application of the conceptsevaluation of outcomes. of sustainability, social innovation and empathic design to practice.DoING pRACtICEA proficient level of competency with tools, An understanding of basic professional practices,technologies, skills and materials and their roles including the ability to document, organize, leadin the exploration, creation, and production and work productively as team members able toof products, artifacts, environments, systems, adapt to the expanding roles of a contemporarycommunication solutions and services. designer.CoNtExt CoMMUNICAtIoNKnowledge of established and emerging theory The capacity to express, present and explainand practice, including critical thinking and an concepts and make connections as well as theunderstanding of interdisciplinary relationships in expertise to convey professional standpoints toorder to recognize and act on opportunities. collaborators.63
  58. 58. Curriculum ConceptCoNCEptS DEFINItIoNSGlobal concepts that appear throughout the BRANDINGcurriculum and may incorporate multiple learning The abstract guidelines or representation of aoutcomes. For instance “collaboration” may involve product, service, or company that when combinedthe learning outcomes Thinking, Doing, and Practice. equal the public perception of that thing. BRAINSTORMING2D The method of idea finding to create new andThe act of creating realistic and informational exceptional ideas in a group.illusions on a flat abstract surface. CASE-STUDIES3D In-depth investigation into one area so as to learnThe act of creating realist and informational objects the basic principles of that thing; or the research ofin voluminous real space similar phenomenon so as to draw parallels between one’s own activities and the activities of others.4DThe act of creating non-spatially definable illusions in CO-CREATIONa completely abstract time based space. The act of bringing products, services, and experiences into being with the users intended forAPPROACH those things.The method or actions taken towards understandingand adapting to situations. COGNITION The process of thought to develop conceptsANALYzING involving individual minds, groups, and/orThe ability to interpret and evaluate qualitative and organizationsquantitative research and examine it methodicallyby separating into parts and studying their COLLABORATIONinterrelations. The process whereby two or more people or organizations work together in an intersection ofBEHAvIORAL SCIENCE common goals by sharing knowledge, learning andThe discipline of science concerning the study of building consensus.activities and interactions among organisms.64
  59. 59. Curriculum ConceptCOLOR DESIGN METHODOLOGYBeing adept at the use and identification of color Experience and knowledge of a wide variety ofsystems both physically and digitally and the acute problem solving tactics so that solutions may beunderstanding of how one color affects another. derived in a timely and efficient manner.CROSS-CULTURAL COMMUNICATION DESIGN FOR SERvICEThe understanding of and sensitivity to cultural Understanding of the design process with specificdifferences with regard to customs, cultural practices, attention to the needs of service organizations, orsocietal constraints, and other considerations. to assist in the problem solving of demographics in need of less tangible services as opposed to tangibleCULTURE products.The advanced knowledge of human phenomenonbeyond the scientific realm; central to anthropology DESIGN THINKING The discipline that uses the designer’s sensibilityDESIGN FOR ExPERIENCE and methods to match people’s needs with what isUnderstanding of the design process with specific technologically feasible and what a viable businessattention to the user needs and experiences that strategy can convert into customer value and marketrespond to a design work. May include topics such opportunity.as: Usability, Cognition, Psychology, etc... ENTREPRENEURSHIPDESIGN HISTORY The understanding of concepts and skills neededThe scholarly activity of studying past benchmarks of to operate, survive, and prosper in the capacity of adesign and the applied arts. freelance/consultant designer.DESIGN LAw ERGONOMICSThe examination of the laws and regulations that The science of designing the job, equipment, andgovern intellectual property, international business, workplace to fit the worker. Proper ergonomic designtaxation, and trade as they pertain to the products, is necessary to prevent repetitive strain injuries,services, and companies designers are creating. which can develop over time and can lead to long- term disability.65
  60. 60. Curriculum ConceptETHICS LAYOUTTopics dealing with values relating to human The ability to arrange items in 2D and 3D space asconduct, with respect to the rightness and well as practically applying these methods whilewrongness of certain actions and to the goodness problem-solving.and badness of the motives and ends of such actions. LEARNINGFACILITATION OF INTERACTION The ability to acquire new knowledge, behaviors,The skills surrounding the means to create skills, values, preferences, or understanding, and toexchanges between one or more parties. involve synthesizing different types of information.GLOBALISM LISTENINGThe study concerning the belief that the entire The act of taking in (predominantly auditory)world is more important than any one county information from users, peers, instructors, and/and, furthermore, is discourse that advocates for or collaborators for the evaluation and futureeconomic and foreign policy that transcends political application to a process or product.boundaries and upholds a belief that society isstronger as a global village. MAPPING / vISUALIzATION The visual presentation of information, dataIDENTIFICATION and knowledge. The ability to present complexThe process to assimilate an aspect, property, or information quickly and clearly.attribute of the other and to transform it, whollyor partially. MARKETING Actions related to or business of promoting products,INNOvATION services, or experiences coming to or all ready in theThe incremental process of change and creating new consumer market; closely related to branding.products, services, and experiences or the approachby which these things some into existence. MATERIALS & PROCESSES Learning a wide variety of the ways things may comeINTERPERSONAL-COMMUNICATION METHODS from input to output and gathering a vast vocabularyUnderstanding of the techniques and methods for of substances that may help in such.effectively managing the communication betweentwo parties, including ideas of reading body MODELINGlanguage, customizing messages, and diplomatic The applied art or activity related to representingconflict resolution. symbols in the third dimension.66
  61. 61. Curriculum ConceptNETwORK PRACTICAL SKILLSThe discipline of knowledge concerning the The refinement of skills applicable to the creationconnections between real or created systems be that of materials necessary for the communication ofinformation networks, biologic networks, cognitive concepts.networks, or social networks. PROFESSIONAL PRACTICEORGANIzING The connection between theory and practice andThe ability to make complex systems, ideas, and the actual profession practice students should beinformation volumes understandable, manageable, required to experience while studying design theory.and usable. PROGRAMMINGPORTFOLIO The technical art of creating for the digital world asThe means of advertising one’s self to others or a pertaining widely to software, computer languages,professional display of work attributed to a certain interfaces, etc.set of personal skills. PUBLIC SPEAKINGPRESENTING The art or skill of addressing an audience effectively.The understanding of methods for both visualizationand vocalization of work in a professional manner, REPRESENTINGwhile maintaining honesty and critical evaluation. The ability to decipher and create symbols or signs that stand in for something else to communicatePROJECT MANAGEMENT internal references externally so that others mayThe ability to maintain both a micro- and macro- understand.level view of multi-step projects with the utilizationmultiple, at times divergent, resources. RESEARCH METHODS The understanding and use of secondary andPUBLIC RELATIONS primary (Say, Do, Make) research methods.The understanding of concepts and skills associatedwith the actions of a corporation, store, government, SHARINGindividual, etc., in promoting goodwill between The ability to manage relationships between bothitself and the public, the community, employees, positive and negative aspects of collaboration, team-customers, etc. work, public critique, and community.67
  62. 62. Curriculum ConceptSOCIAL / ENvIRONMENTAL RESPONSIBILITY SYSTEMS THINKINGUnderstanding of the ethics, standards, and other Methods and processes for understanding complexcomplex constraints when designing on a global relationships. May include topics such as Metaphorscale. and Simile, Network Systems, and Mathematics of Scale.SOFTwAREKnowing, understanding, and utilizing programs and TEAM MANAGEMENToperating information for electronic equipment. Referring to the techniques, processes and tools for organizing and coordinating a group of individualsSOLvING that are working towards a common goal.Devising an explanation for or the learning toeffectively deal with external forces. TEAMwORK Understanding the dynamics of working withSTRATEGIC DESIGN a group of people and or being involved in aThe design of future principles aimed at increasing combined action.an organizations potential. TYPOGRAPHYSTORYTELLING The art and technique of identifying and arrangingThe art or skill associated with the ability to construct written symbols.and organize the presentation of information withthe understanding of the needs of the end-user USER NEEDSincluding empathy, vocabulary, interests, and other Understanding of particular sets of peoples withconsiderations. regard to the various needs intrinsic to their specific situation, outlook, or perspective.STRUCTUREThe ability to bring order, form, and understanding to vISUALIzATIONideas. Mastering the technique of creating or representing images, diagrams, symbols, or like to communicateSUSTAINABILITY a message.Showing concern for systems that are long-lasting while at the same time economically andenvironmentally viable to maintain themselves;note that the emphasis on ‘to sustain’ rather than anemphasis on ethical concerns for the planet.68
  63. 63. These conceptswill eventuallydrive thecreation ofcourses – onecourse maycontain severalcurriculumconcepts
  64. 64. Curriculum ConceptCoRE FoUNDAtIoNS DEGREE tRACk 1:oF DESIGN – DESIGN”FoUNDAtIoNS” MANAGERThe core curriculum that all design students should Emphasis on teams and management here - Utilizeslearn - Generally this teaches broad concepts. All the design core as a means to coordinate andstudents must take these classes. It is not enough to execute projects. There is a distinct emphasis onproduce a professional designer 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.70
  65. 65. Curriculum ConceptDEGREE tRACk 2: DEGREE tRACk 3:DESIGN DESIGNpRACtItIoNER RESEARChEREmphasis on well-rounded technical ability - Builds Emphasis on relationships and design research. Thison the design core. There is a distinct emphasis on track utilizes the design core as a means to expressvisualization here. This track, supplemented by the findings, data, and information as they relate todesign core, would produce a designer that could human experiences. There is a distinct emphasisbe involved on a team from the beginning and on research and understanding here. This track,visualize concepts throughout. This track would supplemented by the design core, would producealso produce professional designers that could lead a designer that could inform teams about the fuzzyimplementation teams. front end of projects.71
  66. 66. Curriculum ConcepttEAChING StRAtEGyWe largely see Studio-Based Learning as the central on the student’s track. The Research Designer wouldtheme for how design can and should be taught. be accountable for different documentation than theDesign operates best when it is understood as Practical Designer or the Design Manager.centrally connected to the culture in it lives, and In addition to the studio environment, we forecastthe studio environment is one of the best ways to that courses that are more topic specific would beunderstand this. We do see the studio environment conducted as Seminar/Lab courses. These might begaining more focus and structure in the future of focused on concepts that are unique to a particularthe department. With the identification of a more track, or universal to the tracks but outside of thestructured road-map for when concepts should scope of the studio project occurring during thebe introduced to the student, the studio projects given quarter.will have to be structured to provided theseopportunities and the right time. A possible example situation could be the following.While we see studios getting more structured in the All three tracks are collaborating on a studiotopic and outcomes spectrum, we also see the studio project that is focused on a solution for facilitatingbeing more flexible from the student perspective. micro-lending in a developing nation. In additionPart of this is in the increased collaborative nature to the studio, the Practicing Designer would beof the studio. From some of the research that was participating in a Lab on advanced 4D modeling,done by members of this team in a previous research and the Design Management and Research Designproject, students find difficulty doing collaborative students may be participating in a Seminar onprojects because of a lack of instruction/guidance Storytelling. While these may be tangentiallyin how teams should/can work. We see the studios related to the studio course, they are specific toof future to often include students from more than the individual tracks and outside the scope of theone of the design tracks, and forecast that the exact discussions of the studio.expectations of deliverables and work would beunique to the student’s track rather than the project.For example: while every team in a studio wouldbe expected to produce the same end results, theindividuals within a particular team would havedifferent deliverables and expectations depending72
  67. 67. Curriculum ConceptASSESSMENtOn the topic of student assessment, we have focused did not complete all requested items or completedon a few ideas that would fall into what we might call them at and educational level that reflects notMilestones in the curriculum, leaving assessment at being ready for college in general and people whothe course level to be defined as outside the scope show somehow unusually high levels of beliefs thatof this project. These Milestones will be easiest to would not benefit the program (self identified racistsdiscuss in what we see as a chronological order from or homicidal tendencies for example). Like statedthe traditional student perspective. before, most people would get through this stage and be invited to our next milestone.Previous to coming to The Ohio State University,during the University application process, students Building on the model provided by activities likewould express an interest in applying to the Football or Marching Band, we propose a one-weekDepartment of Design. They would then complete long Design Camp. Design Camp would occuran application that is focused on assessing the during the summer, a few weeks before Autumnstudent’s level of writing, critical thinking, reflection, Semester would start. At Design Camp, participantscollaborative experiences, and basic design would take part in a series of team-building activitiesknowledge. This application, along with the student’s and small design charrettes. The purpose of designacademic record (ACT scores, GPA, Community camp, beyond the obvious of looking for naturallyInvolvement, etc...) would be used to begin get a gifted students who just get design, is to providefeel for the student and their abilities to succeed on insight into the personalities of the students. It wouldthe basis of work ethic, communication skills, and be the intention to be able to select student who areperspective. sort of prone to the Ohio State Design approach to design.From these applications, there would be a light“weeding-out” of applicants. It is important to note From Design Camp, a set number of students wouldthat this is a LIGHT “weeding-out” in the sense be invited to be Pre-Design Majors in the programthat most applicants would make it through this and would enter their first year in the program atstage. Only the most extreme instances would not the beginning of the school year. This year is spentmake it through. Examples of what we feel might taking Design Foundations courses and OSU generalnot make it through this level of screening would education credits.instances such as the following: People who just At the conclusion of the Foundations Year, students73
  68. 68. Curriculum Conceptwould take an Entrance Exam. This would be similarto the type of exam currently given to studentsentering the program. There would be a seriesof tasks, a portfolio review, an interview, and adeclaration of intended design track (Management,Research, or Practice). The accepted studentswould then enter their second year as majors in theprogram.Once accepted into the program, every studentwill be subject to a year-end review. We imaginethat these would be conversations between theindividual student and the faculty. We hope thatfor the majority of students, these conversationswill be a simple as “Hello Designer, you are doing agreat 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 twopurposes. One, it is a reminder to the student to stayon their game. Two, it is an annual opportunity forthe faculty to give recommendations or suggestionsto any students who are not doing as well as theycould or need a bit more motivation. These sessionswould continue until the fourth year in the programwhen they would be presenting a Thesis Project forgraduation.74
  69. 69. So what does allthis look like?

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