Paper presentations @ DRS Conference 2016
Peter Scupelli presented papers at the 50th Anniversary Design+Research+Society Conference 2016, hosted by the University of Brighton in the UK. The papers featured were:
1) Scupelli & Hanington: Design Studio Desk and Shared Place Attachments: A Study on Ownership, Personalization, and Agency
Increasing numbers of students, limited space, and decreasing budgets nudge many university administrators to shift from assigned design studio desks to flexible workspace arrangements. This paper explores student attachment to the individual desk and shared spaces in a graduate design studio in a Design School in a North American first-tier research university. The studio had four interconnected spaces with: individual desks, collaborative workspaces, a kitchen-social cafe area, and a distance-learning classroom. We explored student perspectives and attitudes on studio aesthetics, functionality, agency, ownership, personalization, and occupancy patterns with four methods (i.e., online survey, student class schedules, interviews, time-lapse study). Perception of ownership, personalization, and agency were greatest for individual desks. Students perceived the individual desk as a primary territory even though the administration said desks were shared hot-desks. Individual work and collaborative work occurred throughout the studio regardless of functional assignment (e.g., spaces for individual work, collaboration, classroom).
2) Scupelli, Wasserman, & Brooks: Dexign Futures: A Pedagogy for Long-Horizon Design Scenarios
The transition towards societal level sustainability requires thinking and acting anew. Traditional design pedagogy poorly equips designers to integrate long- range strategic thinking with current human-centered design methods. In this paper, we describe a three-course sequence: Dexign Futures Seminar (DFS), Introduction to Dexign the Future (iDTF), and Dexign the Future (DTF). The term dexign indicates an experimental type of design that integrates Futures Thinking with Design Thinking. Students learn to engage strategic long time horizon scenarios from a generative design perspective. DFS, online modules, teaches students to critique and deconstruct existing futures scenarios. iDTF situates students to explore futures based themes and apply design methods and research techniques. DTF takes students into a semester-long project designing for 2050. In this paper, we describe lessons learned that lead to a pedagogy for supporting novices as they develop skills and methods for long time horizon futures design.