Peter Scupelli to present paper at IASDR 2017 conference
Kingsgate Marriott Conference Center at the University of Cincinnati, Goodman Street, Cincinnati, OH, United States — October 31, 2017
Opening a Design Education Pipeline from University to K-12 and Back
Peter Scupelli, School of Design, Carnegie Mellon University, Pittsburgh, PA, USA.
Doris Wells-Papanek, Design Learning Network, Cross Plains, WI, USA.
Judy Brooks, Eberly Center, Carnegie Mellon University, Pittsburgh, PA, USA.
Arnold Wasserman, Collective Invention, San Francisco, CA, USA.
To prepare students to imagine desirable futures amidst current planetary level challenges, 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 university design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to align design thinking and learning with future foresight. Here we present a pilot test and evaluate how a university-level Dexign Futures course content, approach, and scaffolded instructional materials – can be adapted for use in K-12 Design Learning Challenges. We describe the K-12 design-based learning challenges/experiences developed and implemented by the Design Learning Network (DLN). The Dexign Futures course we describe in this paper is a required course for third year undergraduate students in the School of Design at Carnegie Mellon University. The “x” signifies a different type of design that aligns short-term action with long-term goals. The course integrates design thinking and learning with long-horizon future scenario foresight. Broadly speaking, we ask how might portions of a design course be taught and experienced by teachers and students of two different demographics: within the university (Design Undergraduates) and in K-12 (via DLN). This pilot study is descriptive in nature; in future work, we seek to assess learning outcomes across university and K-12 courses. We believe the approach described is relevant for lifelong learners (e.g., post-graduate-level, career development, transitional adult education).