Using the Design Thinking Process to Co-create a New, Interdisciplinary Design Thinking Course to Train 21st Century Graduate Students

Background: Our instructional team at the The University of North Carolina at Chapel Hill led an innovative project that used IDEO.org's design thinking process to create a brand-new interdisciplinary graduate course, housed in the school of public health, titled Design Thinking for the Public Good. We offer our course design process as a case study of the use of design thinking for course design.Methods: We collected data and generated insights through a variety of inspiration, ideation, and implementation design thinking methods alongside members of our three stakeholder groups: (2) faculty who teach or have taught courses related to design thinking at our higher education institution; (2) design thinking experts at ours and other institutions and outside of higher education; and (3) graduate students at our institution.Results: We learned that interdisciplinary design thinking courses should include growth-oriented reflection, explicit group work skills, and content with a real-world application.Conclusions: Our course design process and findings can be replicated to design courses regardless of area of study, level, or format.

Almost Risking It All

This paper provides an argument against understanding risk-taking in design education as something ideally in need of only being calculable and formalisable. Using the German sociologist Ulrich Beck’s theory on risktaking combined with the current discourse on design thinking, together with an analysis of a three week-long interdisciplinary design workshop, we analyse and discuss how risk-taking - as a general concept - in design education is an inherent element of the education itself. We argue, however, non-calculable risks, like human-centred design concerns, like desirability of use, ethics of technology, are an equally important part of a modern-day educational skillset as calculable risks. The aim is arguing for the prospect of interdisciplinary design-based education models as one way of embracing the non-calculable elements of a problem space.

Interdisciplinary design education: development of an elective course in architecture and engineering departments

Collaboration among disciplines is becoming a standard practice in Architecture, Engineering, and Construction (AEC) industry. However, limited studies have addressed the involvement of interdisciplinarity into architectural undergraduate curricula. The study seeks to expand the literature on this topic, namely by offering an alternative model for teaching an Interdisciplinary Design Course (IDC), mainly in architectural engineering departments, with the participation of engineering departments. The authors hypothesize that by the adoption of the IDC, architecture students would have a better understanding of the nature of AEC interdisciplinary design knowledge. The study aims to highlight the value of the IDC and to test the hypothesis. A qualitative research methodology has been adopted, including the design of an experiment and then the application of a case study comprising four instructors and 24 students from four departments in the Faculty of Engineering, Cairo University. Students’ design process, teamwork attitude, and own experiences on the IDC have been recorded using direct observation, interviews, and surveys. Data have been analyzed using descriptive statistics to identify the effectiveness and challenges of the experiment, in addition to the comparison with the traditional design studio. The results have shown the students’ satisfaction with collaboration with their peers from other disciplines, as it boosted their understanding of the integrated design process and increased their knowledge about each other’s discipline. In addition, architecture students commended the IDC much more than the traditional design studio.

RETHINKING THE FUTURE OF THE UNIVERSITY CAMPUS

ABSTRACT In a post-COVID world, how can higher education embrace unforeseen changes and enable self-starting, entrepreneurial students to thrive? The interdisciplinary design firm Sasaki, has learned from its experience in the planning and implementation of university campuses around the world that a nimble, multi-faceted 21st century living-learning education positions universities to be adaptable for years to come. We argue that flexibility must be integrated at the planning level to break down silos and support interdisciplinary pedagogies inside and out of the classroom. Campus master plans need to embrace the idea of the plan as a “living document” or framework that can adapt to future needs. Designers and educators must also work together to harness the next generation of technology to create transparent, accessible and impactful learning environments. Flexible plans, buildings, and landscapes can connect different disciplines, integrate the latest technology, stitch together the campus, and encourage a lifelong learning mentality. The following case studies drawn from Sasaki’s practice in the United States, Asia, and Latin America will be used to support our argument: Instituto Tecnológico de Monterrey, Singapore University of Technology and Design, Anant National University, The Lawrenceville School, Xinyang University, Syracuse University, and Dartmouth College.

DfMA: Towards an Integrated Strategy for a More Productive and Sustainable Construction Industry in Australia

Design for manufacture and assembly (DfMA) is an important part of the future of the construction industry due to the promise of speed of project delivery, quality control, worker safety, and waste minimization onsite via the purposeful design for manufacture and assembly offsite. However, the adoption of DfMA in Australia has been slow. This paper investigates the barriers prohibiting widespread uptake and how digital construction will be a catalyst for improving use on commercial-scale projects. A total of six leading experts were interviewed to elicit their opinions, and seven recent case studies of high-rise modular apartment and hotel buildings constructed by Hickory were cross-referenced as evidence of DfMA capability. The experts suggested that the reasons for slow adoption in Australia were community mindset, government regulations and incentives, planning and building codes, unionization and business politics, finance, and supply chain management. The case studies suggest that compatible building type and transportation distance are also factors. These barriers can be addressed by the clever integration of building information modelling tools with lean construction processes as part of a proposed strategy leading to smarter (more productive) and better (more sustainable) outcomes predicated on growth in digital construction practices. The paper concludes with a proposed framework for change that conceptualizes the ‘ecosystem’ needed to support widespread DfMA in the Australian context, including the paradigm shift from building to manufacturing/assembly, the displacement of workers from onsite to offsite activity, and the expansion of interdisciplinary design and construct collaboration.

WHAT CAN BE LEARNT FROM 130 CHILDREN'S DREAM WHEELCHAIR DESIGNS? ELICITING CHILD-CENTRED INSIGHTS USING AN INTERDISCIPLINARY DESIGN ANALYSIS FRAMEWORK

The design of inclusive paediatric mobility (IPM) interventions, such as children's wheelchairs, are entangled with technological, health and social considerations. As narratives around childhood, disability and mobility shift and transform, these entanglements evolve. In order to optimise the experience of childhood mobility, IPM designers must understand and respond to such changes and channel children's own requirements, desires and 'dreams' into the design process; this can be achieved by utilising a child-centred design approach. This paper identifies meaningful child-centred IPM design insights and opportunities through the interdisciplinary analysis of 130 dream wheelchair designs by disabled children, aged 4 to 17 years. A novel interdisciplinary and child-centred design analysis framework is developed to dissect, categorise and code the topics and features expressed through visuals and written descriptions in each of the children's dream wheelchair designs. Children's mobility narratives, desires and requirements are elicited and trending topics are discussed. It is proposed that valuing children's voices in the IPM design process could alter both the process of designing IPM interventions as well as the product outcomes.

Development of an Integrated Design Strategy for Blue-Green Architecture

Blue-green architecture entails buildings that contribute to improving the urban climate through the synergetic combination of water management and vegetation. They are part of an urban blue-green infrastructure network that combines ecosystem services in a multifunctional way. Projects implemented in an interdisciplinary manner create synergies with regard to the combination of water-related and vegetation-related objectives. However, applicable design strategies for this approach are currently lacking in practice. This paper investigates the approach of a blue-green architectural project in Stuttgart (the so called “Impulse Project”) and derives insights for an integrated design strategy. The analysis and transfer of the research is carried out by using the research by design methodology. For this purpose, the interdisciplinary design process is divided into three phases (pre-design, design, post-design) and described in detail. Reflection on the documented design reveals the knowledge gained and enables the transfer of the findings to future projects by means of the integrated design strategy for blue-green architecture.

Improving Students’ Oral Communication Skills Through an Interdisciplinary Problem-Based Learning Opportunity in a Sport Management Course

This study adopted several pedagogical foundations to determine if an interdisciplinary, problem-based learning (PBL) opportunity applied to teaching sport marketing would improve student’ individual and group oral communication skills. Faculty from two departments collaborated to create an assignment that was a hands-on class project designed around formative assessment, lecture intervention, and final PBL deliverable. The PBL and interdisciplinary design addressed the need for enhanced communication skills in the sport management industry. The study results indicate a successful development of the students’ data analysis and presentation skills. Findings confirm an interdisciplinary approach to PBL by implementing communication skill development across disciplines.