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Design Education as If Adjuncts Mattered (IXDA2020)

Cassini Nazir
February 03, 2020

Design Education as If Adjuncts Mattered (IXDA2020)

Higher education has come to increasingly rely on part-time faculty to fulfill the curricular demands of teaching. Part-time faculty, however, rarely participate in the challenges of curriculum development, management, and assessment. This presentation proposes a service-design framework for design educators—both tenure-track faculty and design practitioners at all levels of academia—to plan, develop, and evaluate courses based upon service design tools and methods. Presented at the Interaction Design Education Summit (part of Interaction Design Week) in Milan, Italy.

Cassini Nazir

February 03, 2020
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  1. Design Education
    As If Adjuncts Mattered
    Cassini Nazir
    Clinical Associate Professor
    University of Texas at Dallas
    Designer-in-Residence
    Southern Methodist University
    @cassininazir
    Eric Farrar
    Associate Professor
    Undergraduate Dean
    UT Dallas

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  2. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    “The fundamental task is to achieve smallness in the large organization.”
    2
    Modern organizations stripped the
    satisfaction out of work.
    Craft was no longer important, nor the
    quality of human relationship.
    Go back to the human scale—human needs
    and human relationships—from that springs
    the ethical response of stewardship to the
    environment.
    — E. F. Schumacher

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  3. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    The makeup of faculty in American academic institutions has
    dramatically changed over the past 50 years.
    3
    Schuster & Finkelstein. (2006). The American Faculty: The Restructuring of Academic Work and Careers.
    American Association of University Professors. (2016). Data Snapshot: Contingent Faculty in US Higher Ed.
    1969
    Mostly non-tenure track
    27% tenure-track faculty
    73% non-tenure faculty
    Mostly tenure-track
    78% tenure-track faculty
    22% non-tenure faculty
    2016
    TT Non-TT TT Non-TT
    Full-time faculty hires
    41% tenure-track
    59% non-tenure track

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  4. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    The makeup of faculty in American academic institutions has
    dramatically changed over the past 50 years.
    4
    What’s driving this change?
    Shrinking university budgets
    Shrinking funding for public universities
    Increasing costs
    Part-time faculty receive lower salaries and smaller benefits package
    Part-time faculty typically have a higher teaching load

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  5. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    There is often a “second-class” status for non-tenure positions.
    5
    Titles used to describe faculty trivialize them.
    Contingent faculty — minimizes contributions and commitment
    Non-tenure track faculty — indicates tenure is normal and ideal
    Adjunct faculty — indicates faculty are supplementary rather than essential
    More appropriate titles would accurately describe faculty primary role(s).
    Teaching faculty
    Professor of practice
    Professor of instruction
    Design educator
    Design educator-practitioner
    Design practitioner-educator

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  6. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Historically, two components constituted scholarship:
    research and teaching.
    6
    Discovery
    Investigative research
    Teaching
    Communicating understanding
    Contributes to human
    knowledge and the intellectual
    climate of a college or
    university.
    Knowing and learning are
    communal acts.
    What is to be known?
    What is yet to be found?
    How can I share with others what
    I have learned?
    1 2 3 4

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  7. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Historically, two components constituted scholarship:
    research and teaching.
    7
    Discovery
    Investigative research
    Teaching
    Communicating understanding
    Contributes to human
    knowledge and the intellectual
    climate of a college or
    university.
    Knowing and learning are
    communal acts.
    What is to be known?
    What is yet to be found?
    How can I share with others what
    I have learned?
    1 2 3 4
    “Faculty reward systems do
    not match the full range of
    academic functions.”
    — Ernest Boyer, Scholarship Reconsidered, 1990

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  8. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020 8
    Discovery
    Investigative research
    Integration
    Synthesizing
    Teaching
    Communicating understanding
    Contributes to human
    knowledge and the intellectual
    climate of a college or
    university.
    Gives meaning to isolated facts
    and putting discoveries in
    perspective.
    Knowing and learning are
    communal acts.
    Application
    Engagement of communities
    What is to be known?
    What is yet to be found?
    What do the findings mean? How can I share with others what
    I have learned?
    How can what I learned be helpful
    to institutions and individuals?
    How can knowledge be
    responsibly applied to problems?
    Knowledge may be first discovered
    then applied, new knowledge may
    arise out of the act of application.
    1 2 3 4
    Boyer’s Scholarship Reconsidered (1990) changed what many
    universities codified in policy as “counting” as legitimate knowledge.

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  9. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020 9
    Mostly non-tenure track
    27% tenure-track faculty
    73% non-tenure faculty
    2016
    TT Non-TT
    Full-time faculty hires
    41% tenure-track
    59% non-tenure track
    1969
    Mostly tenure-track
    78% tenure-track faculty
    22% non-tenure faculty
    TT Non-TT

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  10. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Six implications of this changing academic workforce.
    10
    Poor hiring and recruitment practices
    Limited job security
    Inequitable salaries and access to benefits
    Lack of orientation, professional development, and formal evaluation
    No involvement in curriculum planning and faculty meetings
    Lack of office space, clerical support, and instructional materials
    1
    2
    3
    4
    5
    6
    Kezar & Maxey. (2013). The Changing Academic Workforce.

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  11. Poor hiring and recruitment practices
    Limited job security
    Inequitable salaries and access to benefits
    Lack of orientation, professional development, and formal evaluation
    No involvement in curriculum planning and faculty meetings
    Lack of office space, clerical support, and instructional materials
    1
    2
    3
    4
    5
    6
    Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Six implications of this changing academic workforce.
    We will focus on the last three.
    11
    Kezar & Maxey. (2013). The Changing Academic Workforce.

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  12. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Freire’s Pedagogy of the Oppressed rebuffs the “banking”approach
    to education, which demands “deposits” of information from faculty.
    He advocates for a world-mediated, mutual approach to education
    that challenges both faculty and student to co-create knowledge.
    12

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  13. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Freire lays a foundation for a service-design approach to learning.
    13
    Nazir and Fee. (2018). A Service-Design Approach to Learning.
    User-centered
    Co-creative
    Sequencing
    Evidencing
    Holistic
    Principles of Service Design
    Stickdorn and Schneider
    Learning-centered
    Interconnecting and co-creating
    Structured, sequenced, and advancing
    Evidencing of context and content
    Integrative and evolutionary
    Service-Design Approach to Learning
    Nazir and Fee
    1
    2
    3
    4
    5
    1
    2
    3
    4
    5

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  14. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Service design creates various levels of change in an organization,
    each affording different outcomes and impacts.
    14
    Adapted from Junginger & Sangiorgi. (2009). Service Design and Organisational Change.
    Mission
    Beliefs
    3 Service transformations
    Fundamental assumptions
    Practice
    Culture
    Service design interventions
    Norms and values
    Service interactions design
    Artifacts and behaviors
    2
    1

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  15. Mission
    Beliefs
    3 Service transformations
    Fundamental assumptions
    Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Service design can be a used to pilot through the chaos
    of a changing academic workforce.
    15
    Adapted from Junginger & Sangiorgi. (2009). Service Design and Organisational Change.
    1 Poor hiring and recruitment practices
    2 Limited job security
    3 Inequitable salaries and access to benefits
    4 Lack of orientation, professional
    development, and formal evaluation
    5 No involvement in curriculum planning and
    faculty meetings
    6 Lack of office space, clerical support, and
    instructional materials
    Changing academic workforce
    Practice
    Culture
    Service design interventions
    Norms and values
    Service interactions design
    Artifacts and behaviors
    2
    1

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  16. A [very] short case study from design faculty at UT Dallas

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  17. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020 17
    Advanced Emerging Media Production
    Animation Studio I
    Animation Studio II
    Animation for Games
    Audience Analysis
    Audio Productions Lab I
    Audio Productions Lab II
    Audio Technologies
    Capstone Project
    Character Design
    Children and Media
    Code and Culture
    Communicating Social Science
    Communication and Social Science
    Theories
    Communication, Media, and Information
    Technology
    Computer Animation I
    Computer Animation II
    Computer Animation III
    Computer Animation Processes
    Computer Imaging
    Computer Modeling for Digital Fabrication
    Critical Making
    Design I
    Design II
    Design Research Methods
    Digital Activism
    Digital Audio Processing
    Digital Content Design
    Digital Fabrication Studio I
    Digital Fabrication Studio II
    Digital Inequalities
    Digital Sculpting
    Digital Video Production I
    Digital Video Production II
    Digital Writing
    Disability, Technology, and Media
    Emerging Media Production
    Emerging Media and the Digital Economy
    Ethics in New Media, Technology, and
    Communication
    Exploration of Arts and Technology
    Feminism, Technology, and Media
    Freshman Seminar
    Game Design Fundamentals
    Game Design I
    Game Design II
    Game Design III
    Game Production Lab I
    Game Production Lab II
    Game Studies I
    Game Systems Design
    Games and Narrative I
    Games and Narrative II
    Historical Perspectives on Emerging
    Media
    History of Games
    Human Communication Online
    Independent Study in Arts and Technology
    Interaction Design I
    Interaction Design II
    Internet Studio I
    Internet Studio II
    Intervention Design and Testing
    Introduction to Technoculture
    Journalism in the Networked Age
    Level Design I
    Level Design II
    Lighting and Composition I
    Lighting and Composition II
    Media Archeology
    Media Psychology
    Media Structures, Regulations, and
    Policies
    Media and Communication Research
    Theories I
    Media and Communication Research
    Theories II
    Message Effects Research Design
    Modeling and Texturing I
    Modeling and Texturing II
    Motion Capture Animation
    Motion Graphics
    Motion Graphics II
    Networked Identities
    News and Public Opinion
    Persuasion and Digital Media
    Political Communication
    Pre-Production Design I
    Pre-Production Design II
    Privacy and Surveillance
    Procedural Animation
    Project Management for Arts and
    Technology I
    Project Management for Arts and
    Technology II
    Projection Mapping Studio
    Qualitative Communication Research
    Methods
    Queer Technology and Media
    Race, Technology, and Media
    Reading Media Critically
    Reading in a Networked Era
    Rigging I
    Rigging II
    Scripting for Games I
    Scripting for Games II
    Senior Honors in Arts and Technology
    Senior Seminar
    Social Networks
    Sound Design
    Sound Design for Games and Interactive
    Media
    Special Effects
    Special Topics in Arts and Technology
    Storytelling for New Media I
    Storytelling for New Media II
    Strategic Design
    Survey of Digital Fabrication
    Theories EMAC
    Tools Development for Arts and
    Technology
    Topics in Animation
    Topics in Art and Technology
    Topics in Emerging Media and
    Communications
    Topics in Game Development
    Topics in Mediated Communication
    Topics in Sound Design
    User Experience Design for Games I
    Virtual Environments
    Virtual Environments II
    World Building
    Writing and Research EMAC
    Of the 122 undergraduate classes in the 2017 undergraduate catalog,
    almost a third were completely new.

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  18. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020 18
    Source
    ATCM 2302
    Design I
    Provides foundational knowledge of visual structure
    and problem solving in two- and three-dimensional
    design. Students will be introduced to design
    methodology and design processes with emphasis
    on the formal principles of composition and
    organization.
    PREREQ —
    ATCM 3365
    Game Design I
    This course presents principles and techniques of
    interactive game design, including but not limited
    to game mechanics, player dynamics, social and
    multiplayer structures, statistics and game theory,
    and systems analysis. Students will work individually
    and in teams to create original interactive games as
    well as learn fundamentals of focus testing, usability
    testing, and critique. Course focuses on both analog
    and digital games.
    PREREQ —
    ATCM 2365 Game Design Fundamentals
    ATCM 3305
    Computer Animation I
    This course presents the concepts, tools and
    techniques used in 3D key frame animation. Topics
    will include squash and stretch, anticipation,
    overlapping motion and timing. Students will learn to
    animate using pre-existing rigs and set-ups.
    PREREQ —
    ATCM 2305 Computer Animation Processes
    ATCM 2365 Game Design Fundamentals
    Curriculum workshops helped faculty better understand the changes.

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  19. Faculty mapped the student journey from start to finish.

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  20. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    2
    Major Requirements
    Lower-Level
    3 of 8
    2
    Major Requirements
    Lower-Level
    4 of 8
    2
    Major Requirements
    Lower-Level
    1 of 8
    2
    Major Requirements
    Lower-Level
    2 of 8
    Core Curriculum
    14 classes
    1
    Lower Level
    Major
    Requirements
    8 classes
    2
    Upper Level
    Major
    Requirements
    8 classes
    Lower Level
    Major
    Requirements
    8 classes
    Upper Level
    Major
    Requirements
    8 classes
    2
    Prescribed
    Electives
    5 classes
    2
    Free Electives
    5 classes
    4o total classes
    5
    2
    Major Requirements
    Lower-Level
    3 of 8
    2
    Major Requirements
    Lower-Level
    4 of 8
    2
    Major Requirements
    Lower-Level
    1 of 8
    2
    Major Requirements
    Lower-Level
    2 of 8
    ATCM 2300
    Introduction to Technoculture
    In this foundational course students consider about
    the complex relationship between technology and
    culture. They will study evocative objects to raise
    questions about the history, impact, and implications
    of the co-evolution of technology and society.
    PREREQ —
    NEW
    ATCM 3303
    Project Management for Arts,
    Technology, and Emerging
    Continuing study in project management, team
    management, and production. Topics include
    business and marketing planning, presentation
    strategies, and advanced methods for team building
    and communication.
    PREREQ —
    ATCM 2303 Project Management for ATEC I
    ATCM 3337
    Interaction Design I
    Study of human-machine interaction for a variety
    of applications. Students explore rapid prototyping,
    user interface (UI) and user experience (UX) design
    skills that can be applied to various domains such
    as web-based publishing, mobile app development,
    game development, and entertainment and artistic
    performances. New devices and interactions are
    explored.
    PREREQ —
    ATCM 2335 Internet Studio I
    ATCM 2365
    Game Design Fundamentals
    Introductory survey of game design, development,
    production, and studies, intended for incoming
    students in Arts, Technology, and Emerging
    Communication. This course covers aspects of all
    areas of game design and development, including
    game systems and level design, art and animation,
    programming, sound design, narrative, and game
    production management. The course also serves as
    an introduction to play and game studies, academic
    writing, critical analysis, and games research. Upon
    PREREQ —
    ATCM 3371
    User Experience Design for Games
    Exploration of user experience design principles
    as they relate to digital game development. This
    research-based course focuses on how gameplay
    and interaction can be effectively communicated to
    players through user interface design.
    PREREQ —
    ATCM 2365 Game Design Fundamentals
    ATCM 3336
    Design Research Methods
    This course will explore a variety of behavioral and
    attitudinal design research methods, including the
    planning, analysis, and execution of quantitative and
    qualitative methods. Topics also include the ethical
    concerns related to understanding users. and how to
    communicate research results.
    PREREQ —
    NEW
    Freshman
    Freshman Sophomore Junior Senior
    An undergraduate degree
    is 40 courses.
    Fall
    1 Spring
    2 Fall
    3 Spring
    4 Fall
    5 Spring
    6 Fall
    7 Spring
    8
    Sequencing of courses is important to ensure ATEC students can graduate on time.
    And are adequately prepared for the subsequent coursework.
    Pathway Application
    Students apply to a pathway in their
    first semester sophomore year
    Students are discouraged
    from taking all their core
    classes in their first few years.
    This ensures they have time to
    work on heavily project-based
    courses later in their college
    career
    Before entering into their pathway focus,
    students undergo a portfolio review to
    ensure a clear direction of work
    ATCM 2300
    Introduction to Technoculture
    ATCM 2301
    Computer Imaging
    CE 1335
    Computer Science I
    ATCM 2302
    Design I
    ATCM xxx
    Pathway Exploration 1 of 4
    1 of 14
    Core
    4 of 14
    Core
    2 of 14
    Core
    5 of 14
    Core
    3 of 14
    Core
    ATCM xxx
    Pathway Foundation 2 of 4
    ATCM xxx
    Pathway Foundation 4 of 4
    ATCM xxx
    Upper Level
    1 of 8
    ATCM xxx
    Pathway Foundation 3 of 4
    ATCM xxx
    Upper Level
    2 of 8
    6 of 14
    Core
    9 of 14
    Core
    7 of 14
    Core
    10 of 14
    Core
    8 of 14
    Core
    ATCM xxx
    Upper Level
    7 of 8
    ATCM xxx
    Capstone
    8 of 8
    3 of 5
    Prescribed Elective
    2 of 5
    Prescribed Elective
    4 of 5
    Prescribed Elective
    14 of 14
    Core
    5 of 5
    Prescribed Elective
    3 of 5
    Free Elective
    5 of 5
    Free Elective
    4 of 5
    Free Elective
    ATCM xxx
    Upper Level
    3 of 8
    ATCM xxx
    Upper Level
    5 of 8
    ATCM xxx
    Upper Level
    6 of 8
    ATCM xxx
    Upper Level
    4 of 8
    1 of 5
    Prescribed Elective
    11 of 14
    Core
    13 of 14
    Core
    12 of 14
    Core
    2 of 5
    Free Elective
    1 of 5
    Free Elective
    Foundation Pathway
    Pathway
    Pathway
    Pathway Entrance Pathway
    Pathway Focus
    “Dissected” degree plan
    40 course
    placements
    122 course cards Faculty understanding of new degree
    Subsequent workshop iterations gave us more details
    about courses, contexts, and assumptions.

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  21. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    How would your meetings be different if the room had no chairs?
    Face-to-face meetings usually means everyone sits around a table.
    Meaningful shoulder-to-shoulder work can remove hierarchy.
    21
    1

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  22. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    What curricular models do you use?
    What curricular models might need to be created?
    22
    2

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  23. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020 23
    1 FOUNDATIONS
    3 SIGNATURE WORK
    2 PATHWAY
    Capstone
    Internship
    Field work
    Research
    Community-based projects
    Pathway Fundamentals
    Thematic clusters
    Three or more courses
    across multiple
    disciplines, including the
    major field.
    A student examines
    questions important to
    him/her and to society.
    Studio Practice
    History Theory
    Technology
    Synthesis
    Four possible in ATEC:
    Animation, game design,
    design and production and
    mediated communication.
    The undergraduate journey is a process of guided exploration and refinement.
    Based on National Association of Schools of Art and Design Creative Multidisciplinary Converge and Technologies, see https://nasad.arts-accredit.org
    Based on Association of American College’s & Universities publications on Signature Work, see https://www.aacu.org/signaturework

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  24. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020 24
    1 FOUNDATIONS
    2 PATHWAY
    3 SIGNATURE WORK
    Capstone
    Internship
    Field work
    Research
    Community-based projects
    Pathway Fundamentals
    Thematic clusters
    Three or more courses
    across multiple
    disciplines, including the
    major field.
    A student examines
    questions important to
    him/her and to society.
    messy
    <
    Studio Practice
    History Theory
    Technology
    Synthesis
    Four possible in ATEC:
    Animation, game design,
    design and production and
    mediated communication.
    The undergraduate journey is a process of guided exploration and refinement.
    Based on National Association of Schools of Art and Design Creative Multidisciplinary Converge and Technologies, see https://nasad.arts-accredit.org
    Based on Association of American College’s & Universities publications on Signature Work, see https://www.aacu.org/signaturework

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  25. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Shared documents create
    breadcrumbs for new
    faculty to navigate the
    path of previous faculty.
    25
    3
    Principles Elements Integration
    Introduction
    Welcome. This guide is for instructors and teaching assistants
    teaching ATCM 2302 Design I.
    This guide helps:
    • current faculty teaching the course to understand the
    purpose, significance, and direction of the course;
    • all ATEC faculty give their feedback on the current
    situation on the course and its new direction;
    • administrators to understand the details of the
    integration of the course within the curriculum; and
    • students to understand the process by which the course
    was developed.
    Whether teaching for the first time or teaching this course for the
    first time, this document will help you understand course goals,
    form a daily game plan, and – perhaps most importantly—provide
    a shared space where the course may be improved.
    Design has relevance for every student. Your goal as an instructor
    is to create consistently meaningful and ‘learningful’ experiences
    for students.
    Although much of this course has already been written, it is still
    yours to iterate, improve, and innovate.
    This is but a beginning.
    ----
    This document was developed by Cassini Nazir with the help of Design I
    faculty and administrators: Donna Aldridge, Eric Farrar, Roxanne
    Minnish, Monika Salter, Christine Veras, and Chip Wood – and with the
    tireless support of Design I teaching assistants: Nick Benke, Chelsea
    Brtis, and Joseph Porritt.
    ATCM 2302 – Design I 3
    A year (or more) after this course is
    over, I hope that students will…
    … feel that the foundational course on design principles opened
    their eyes to how great design is achieved.
    — Donna Aldridge
    … remember the steps of the design process, how to empathize,
    how to define the problem, remember the research that it takes
    to solve the problem, documenting the steps along the way, and
    then analyze how their design might be improved
    through reflection.
    — Roxanne Minnish
    … understand that design is a dynamic process utilizing formal
    elements that can be applied to any endeavor”
    —Cassini Nazir
    ...become acquainted with how design is the practice and
    development of professional skills, which are used to discover
    end-user wants and needs, explore alternate solutions that are
    rationalized, and evocatively demonstrated in presentations
    using appropriate artistic media.
    — Chip Wood
    Your turn. Add your own goal(s).
    ATCM 2302 – Design I 4
    1 Getting Started
    FRAMING
    DOCUMENTING
    RELATIONSHIPS
    CONCEPTS
    FORM
    EXPLORING
    REFINING
    Principles Elements Integration
    Design I represents the first design class for many students
    You have fertile ground. In our experience, many students have taken an art class in high
    school (most often a historical survey of art or a hands-on art creation course), but have little
    knowledge of or introduction to design. It is rare for Texas high school curricula to offer design
    courses, although they may offer courses that focus on technological skill building (i.e.
    Photoshop, Maya, etc).
    Course Overview
    ATCM 2302 Design I is a required class for all undergraduate students pursuing a degree in the
    school of ATEC. The class should be taken in the fall or spring semester of their first year.
    Transfer students may have the opportunity to transfer credit for this class. In fall there are
    typically 8 course sections offered (a total of 240 seats).
    Students have two 1 hour 15 minute meetings (for a total of 2 hours 45 min/week). The course
    takes place in ATC 4.918 a large classroom, with ample space for design-related activities. No
    more than 30 students can register for a section of the class, although the room can
    comfortably hold about 36 students.
    Design I fulfills one of eight lower-level major requirements for students in the ATEC program.
    Students need to take this course early in their college career to prepare them for future work.
    This class is often taken with other ATEC foundation classes (ATCM 2301 Computer Imaging,
    ATCM 2300 Intro to Technoculture, CS 1334/5 Computer Science), but is not currently a pre-
    requisite for many classes.
    Principles Elements Integration
    Course Structure This course has three main parts, each five weeks in length.
    Assignments build on previous weeks and gradually become more
    complex and challenging.
    1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
    Integration of Process,
    Principles, Elements
    Use the design process effectively
    and integrate the principles and
    elements meaningfully
    Elements of Design
    Line, Shape, Pattern, Texture, Space,
    Motion, Value, Color
    Design Process
    Critique and reflection
    What is Design
    What is design? What do designers
    do? How do designers think?
    Principles of Design
    Unity, Emphasis, Focal Point, Scale,
    Proportion, Balance, Rhythm
    ATCM 2302 – Design I 11
    2 Getting Going
    REFLECTING-
    ON-ACTION
    KNOWING-IN-
    ACTION
    Segment I
    Weeks 1-5
    What is Design + Principles of Design
    These first five weeks of class are devoted to
    helping students to start to think like a designer,
    understand the principles of design, be able to
    identify principles, and apply the principles in
    compositions.
    Students also begin learning about reflection and
    start work on their learning portfolios.
    This phase ends with a review of the principles.
    1A – What is Design?
    1B – Principles of Design: Unity
    2A – Principles of Design: Emphasis and Focal Point
    2B – Introduction to Reflection (Learning Portfolios)
    3A – Reflection: Learning Portfolios Practice
    3B – Principles of Design: Scale and Proportion
    4A – Principles of Design: Balance
    4B – Principles of Design: Rhythm
    5A – Principles of Design: Review
    5B – Introduction to the Elements of Design and Critique
    Principles Elements Integration
    ATCM 2302 – Design I 13
    Class 1A Overview
    What is Design?
    First day of class: Get to know your students and set expectations.
    Let your students get to know you and what they will learn in this
    class.
    Learning Goals Get to know each other
    Set expectations of the course and learning objectives
    Briefly introduce the design process through a simple design activity
    Class Agenda 15 Introduce yourself, your background
    Have students introduce themselves (preferably w/ ice breaker activity)
    Take attendance, capture on roster
    15 Handout and briefly review 0.1D-Syllabus and then have them do 5.1-
    Syllabus Quiz
    20 Design Activity: Draw a Vase
    20 Handout Introduction to Design Thinking (Process Guide)
    Homework Due by class 1B
    Review 0.01D-Syllabus
    Read Introduction to Design Thinking (Process Guide)
    Read Pentak, Ch 2: Unity
    Read Krause, Harmony (pages 50-61)
    Take quiz on Chapter 2

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  26. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Help part-time design educators to
    think about curricular contexts and
    long arcs.
    26
    4
    ATCM 2302 – Design I 3
    A year (or more) after this course is
    over, I hope that students will…
    … feel that the foundational course on design principles opened
    their eyes to how great design is achieved.
    — Donna Aldridge
    … remember the steps of the design process, how to empathize,
    how to define the problem, remember the research that it takes
    to solve the problem, documenting the steps along the way, and
    then analyze how their design might be improved
    through reflection.
    — Roxanne Minnish
    … understand that design is a dynamic process utilizing formal
    elements that can be applied to any endeavor”
    —Cassini Nazir
    ...become acquainted with how design is the practice and
    development of professional skills, which are used to discover
    end-user wants and needs, explore alternate solutions that are
    rationalized, and evocatively demonstrated in presentations
    using appropriate artistic media.
    — Chip Wood
    Your turn. Add your own goal(s).

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  27. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Champion the work of part-time
    faculty with administrators and key
    stakeholders. Give them visibility.
    27
    5

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  28. 28
    Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    Addressing the permutations, complications, and externalities of design solutions not
    immediately obvious from crafting curriculum requires the work of a diverse group of faculty.

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  29. Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
    “To talk about the future is useful only if it leads to action now.”
    29
    — E. F. Schumacher

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