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- Type:
- Article
- Description/Abstract:
- Starting or growing a co-op/internship program can be intimidating; for both educators and potential employer partners. In an effort to learn the pain points for both parties, opportunities to break down barriers and build bridges, and identify actionable steps to get started, faculty from the University of Cincinnati’s Division of Experience-Based Learning and Career Education conducted a two-year research project with 65 co-op and internship employers from more 15 unique industry clusters, and 50 university faculty and staff representing 24 unique institutions. This poster will graphically share the resulting findings from more than 1250 qualitative responses, and generate discussion on the educational pedagogy of creating best practices for employer partners. Find out what “the survey says”!
- Creator/Author:
- Damschroder, Cindy
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/17/2017
- Date Modified:
- 01/29/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
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- Type:
- Article
- Description/Abstract:
- How do arts-based writing endeavors catalyze generative thinking and support research development in design students’ thesis endeavors? This paper offers reflections from an industrial design masters student, a graphic design masters student, and their arts education professor in a School of Design at a Research I institution. Informed by theoretical and historical contexts of the design discipline and perspectives from composition studies and fine arts practice, we explore the potential of arts-based writing as an evocative, speculative tool and a distinctive form of reflective practice for the development of graduate design research. We suggest that arts-based writing’s iterative process, dialogic engagement, and speculative approach to knowledge-construction provide critical, reflective structures for working through uncertainties and thus are uniquely responsive to the evolving epistemologies of the transdisciplinary university. Three focal questions guide this reflection: What is arts-based writing? What role does arts-based writing play in students’ design research endeavors? How can arts-based writing practices support the growth of speculative and pragmatic design research?
- Creator/Author:
- Daiello, Vittoria; Casey, Davida, and Bruner, Olivia
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/17/2017
- Date Modified:
- 05/11/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
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- Type:
- Article
- Description/Abstract:
- The purpose of this study is to plan and operate design-workshops based on project-based learning (PBL), and examine their educational value for students. The PBL workshop encour- ages direct participation from students and produces educational value, and it is important to raise the interest level of workshops to elicit proactive participation. The workshop in this study was carried out over two weeks in January 2017 at Korea’s Yonsei University. The workshop was composed of eight teams of students from three countries, including Korea, China, and Japan, and the course was primarily divided into two sessions. The workshop participants examined in this thesis were notably satised with the elements of the course meant to garner interest. In the questionnaire results, participants also indicated that they obtained ample educational value through the workshop. An important element of the workshop was to connect the participants with businesses, which is also an important component of design education. Despite this, participants expressed a relatively lower level of satisfaction com- pared to other elements of the workshop. The results and analysis of this study will hopefully become a meaningful resource for educators when designing workshops in the future.
- Creator/Author:
- Chang, Ikjoon and Hwang, Suhong
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/17/2017
- Date Modified:
- 02/08/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Article
- Description/Abstract:
- This paper engages with the literature to present different perspectives between forecasting and foresight in strategic design, while drawing insights derived from futures studies that can be applied in form of a design-inspired foresight approach for designers and interdisciplinary innovation teams increasingly called upon to help envisage preferable futures. Demonstrating this process in applied research, relevant examples are drawn from a 2016 Financial Services industry futures study to the year 2030. While the financial services industry exemplifies an ideal case for design-inspired foresight, the aims of this paper are primarily to establish the peculiarities between traditional forecasting applications and a design-inspired foresight visioning approach as strategic design activities for selecting preferable futures. Underlining the contribution of this paper is the value of design futures thinking as a creative and divergent thought process, which has the potential to respond to the much broader organizational reforms needed to sustain in today’s rapidly evolving business environment (Buchanan, 2015; Irmak, 2005; Muratovski, 2016).
- Creator/Author:
- Koskinen, Ilpo and Buhring, Jorn
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/17/2017
- Date Modified:
- 10/15/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Article
- Description/Abstract:
- This paper will address some design concerns relating to philosopher Étienne Souriau’s work Les différents modes d’existence (2009). This has important bearings upon design because, first, this philosophical attitude thinks of designing not as an act of forming objects with identity and meaning, but rather as a process of delivering things that allow for a multiplicity of creative remodulation of our very existences. Secondly, Souriau unpicks the concept of a being existing as a unified identity and redefines existence as a creative act of nonstop production of a variety of modes of existence. In doing this he not only moves ontological considerations to the fore of philosophical discussions away from epistemological ones, but does so in such a way as to align with attitudes to ethics that relate it to ontology – notably the work of Spinoza. (This places Souriau in a philosophical lineage that leads back, for example, to Nietzsche and Whitehead, and forward (from his era) to Deleuze and Guattari.) In thinking both ontology and ethics together, this paper will introduce a different approach to the ethics of design.
- Creator/Author:
- Brassett, Jamie
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/17/2017
- Date Modified:
- 11/17/2017
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Article
- Description/Abstract:
- Traditional craft has been relegated to the margins in modern culture, being perceived as out step with technological, economic and societal progress. However, emergent research is rediscovering the nature of craft and its potential for contributing to design practice in conjunction with developments in science and technology. Through the analyses of craft and sustainability, strong connections are revealed as well as some incompatibilities. The contribution of this paper is to a) map a systemic view of craft and b) establish a theoretical understanding of the relationship between craft and a holistic understanding of sustainability. Drawing on recent research that proposes three areas of leverage for sustainability, we argue that craft, as a system of making, knowing and being, has significant potential to contribute actively and tangibly to the transitional conditions, thereby serving as an agency for sustainable transformation.
- Creator/Author:
- Zhan, Xiaofang
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/16/2017
- Date Modified:
- 03/01/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Article
- Description/Abstract:
- To limit the harm and damage caused by river flooding, signs to indicate dangerous water levels are placed along the river, particularly where there is a danger of overflow. However, the general level of awareness of such signs is low. In this study, we examined ways to efficiently convey information that people have little interest in and find difficult to understand. Dangerous water levels are quantified and communicated using colors to indicate the degree of danger, and this information is conveyed to the public with signs on bridge piers and slopes. Various other measures are also employed, e.g., adding evacuation pictograms to signs, displaying signs separate from graduated water level indicators, and providing detailed information via the river office website. In addition to using Internet channels such as websites and Facebook, it is common to create and distribute pamphlets and other kinds of printed notifications to communicate such important information as widely as possible. Nevertheless, information that is essential in an emergency but unnecessary at ordinary times is difficult to communicate widely and effectively, even if all these measures are taken. This is because even if people accept that such information must be understood, they remain uninterested and find the information difficult to understand. To solve this problem, we created a story featuring mascot characters for each danger level. This story, presented as a picture book, overturns the conventional attitude toward such information. We thereby developed a medium for communicating important information in a way that better captures people’s interest.
- Creator/Author:
- Morita, Yoshitsugu; Sugimoto, Yoshitaka, and Sogabe, Haruka
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/16/2017
- Date Modified:
- 03/01/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
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- Type:
- Article
- Description/Abstract:
- This paper studies a design workshop that investigates complex collaboration between fundamental physics and design. Our research focuses on how students create original artefacts that bridge the gap between disciplines that have very little in common. Our goal is to study the micro-evolutions of their projects. Elaborating first on Actor Network Theory (Latour, 1996; 2005) we study how students’ projects evolved over time and through a diversity of inputs and media. Throughout this longitudinal study, we use then a semiotic and pragmatic approach to observe three “aesthetical formations”: translation, composition, and stabilization. These formations suggest that the question of material agency developed in the field of archeology and cognitive science (Knappett & Malafouris, 2008) need to be considered in the design field (Renon, 2016) to explain metamorphoses from the brief to the final realizations.
- Creator/Author:
- Gentes, Annie; Renon, Anne-Lyse, and Bobroff, Julien
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/16/2017
- Date Modified:
- 01/30/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Article
- Description/Abstract:
- Fundamental to design education is the creation and structure of curriculum. Neither the creation of design curriculum, nor the revaluation of existing curriculum is well documented. With no clear documentation of precedent, best practices are left open to debate. This paper and presentation will discuss the use of a survey as a research tool to assess existing curriculum at Iowa State University in the United States. This tool allowed the needs and perspectives of the program’s diverse stakeholders to be better understood. Utilizing survey methods, research revealed the convergence and divergence of stakeholders’ philosophies, theories and needs in relation to design curriculum. Accreditation and professional licensing provide base level of guidelines for design curriculum in the United States. However, each program’s curricular structure beyond these guidelines is a complicated balance of resources, facilities, faculty, and the type of institution in which it is housed. Once established, a program’s curriculum is rarely reassessed as a whole, but instead updated with the hasty addition of classes upon an existing curricular structure. Curriculum is infrequently re-addressed, and when it is, it is typically based on the experience and opinions of a select group of faculty. This paper presents how a survey was developed to collect data to inform curricular decision- making, enabling the reduction of faculty bias and speculation in the process. Lessons learned from the development of this research tool will be shared so it might be replicated at other institutions, and be efficiently repeated periodically to ensure currency of a program’s curriculum.
- Creator/Author:
- Quam, Andrea
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/16/2017
- Date Modified:
- 02/08/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Article
- Description/Abstract:
- Decisions made by user interface designers play an influential role in how people interact with software, this is especially true when it comes to the creation of tools to support teaching. As technology continues to play a more prominent role in schools, it poses an important question about how the design of learning tools influence what teachers do in classrooms. Data analytics is one opportunity technology offers for teachers to foster collaboration in student groups. Data analytics have the potential to provide teachers with a live view of what students are doing when using technology, which research shows is challenging to implement in classrooms. This paper focuses on the process to design a tool that assists engineering discussion session teacher assistants (TAs) to monitor collaboration within groups. We report on findings from interviews with TAs on what they anticipate they would need in order to support group work, and discuss how their responses influenced the design of this tool.
- Creator/Author:
- Lawrence, LuEttaMae
- Submitter:
- Lora Alberto
- Date Uploaded:
- 11/16/2017
- Date Modified:
- 04/27/2018
- Date Created:
- 2017-10-31
- License:
- Attribution-NonCommercial 4.0 International