IASDR 2017

Tuesday, October 31, 2017 - 8:00am to Friday, November 3, 2017 - 5:00pm

The School of Design's Kristin Hughes will be presenting her research "Designing a culture of care with community" and Peter Scupelli will be presenting his paper "Opening a design education pipeline from University to K-12 and Back" at IASDR 2017. 

From the abstract of "Opening a design education pipeline from University to K-12 and Back":

To prepare students to transition towards societal level sustainability, design educators must think and act in new ways. In this paper, we describe a pilot study that illustrates how educators might teach K-12 students and Carnegie Mellon University School of Design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to acquire, apply, retain, and transfer their design thinking across years. Here we present a pilot test and evaluate how a university-level Dexign Futures course -- content, approach and scaffolded instructional materials -- can be adopted and translated for use with K-12 students to apply design thinking to their own thinking and learning. The course materials developed for the Dexign Futures university course were adapted for the K-12 Learning Design Challenges. We describe the K-12 learning design challenges/experiences developed and implemented in the K-12 setting by a Design Learning Network (DLN). The Dexign Futures course we describe in this paper is a required course for third year undergraduate design students at a tier-one research university design school in the United States. The "x" signifies a different type of design that aligns short-term action with long-term sustainability goals. The course integrates design thinking with long-horizon future scenario foresight. Broadly speaking, we ask how might a Dexign Futures course be taught and experienced by teachers and students of three different demographics: a) the university (Design Undergraduates); b) K-12 (via DLN); and c) lifelong learners (e.g., masters-level, career development, transitional adult education)?

To prepare students to transition towards societal level sustainability, design educators must think and act in new ways. In this paper, we describe a pilot study that illustrates how educators might teach K-12 students and Carnegie Mellon University School of Design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to acquire, apply, retain, and transfer their design thinking across years. Here we present a pilot test and evaluate how a university-level Dexign Futures course -- content, approach and scaffolded instructional materials -- can be adopted and translated for use with K-12 students to apply design thinking to their own thinking and learning. The course materials developed for the Dexign Futures university course were adapted for the K-12 Learning Design Challenges. We describe the K-12 learning design challenges/experiences developed and implemented in the K-12 setting by a Design Learning Network (DLN). The Dexign Futures course we describe in this paper is a required course for third year undergraduate design students at a tier-one research university design school in the United States. The “x” signifies a different type of design that aligns short-term action with long-term sustainability goals. The course integrates design thinking with long-horizon future scenario foresight. Broadly speaking, we ask how might a Dexign Futures course be taught and experienced by teachers and students of three different demographics: a) the university (Design Undergraduates); b) K-12 (via DLN); and c) lifelong learners (e.g., masters-level, career development, transitional adult education)?