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

23

26

28

33

38

44

58

60

61

62

63

64

72

73

76

80

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

Research

28

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

Research

29

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.

Research

30

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.

Research

31

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.

Research

32

(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

Research

34

pRIMINGACtIvIty SCREEN

MAkEtooL DowNLoAD SCREEN

Research

35

FoLLow UpQUEStIoN SCREEN

thANk yoU / FINALSCREEN

Research

36

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 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

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

Print

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

Research

39

1 2 3 4 5 6 7 8

JAMIEFemale, 26Fashion Designer, Abercrombie & FitchColumbus, Ohio

Research

40

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

41

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

Research

45

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

46

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

Research

47

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

Print

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

Print

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

Print

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

Research

51

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

Research

53

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

Research

54

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. ●

Research

55

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.

Research

56

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,

Research

57

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.

Curriculum Concept

63

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.

Curriculum Concept

64

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

Curriculum Concept

65

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.

Curriculum Concept

66

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.

Curriculum Concept

67

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.

Curriculum Concept

68

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

Curriculum Concept

70

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

Curriculum Concept

71

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

Curriculum Concept

72

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

73

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

Curriculum Concept

74

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?

Curriculum Concept

76

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

77

Curriculum Map (1 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

78

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

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