Related publications

In addition to the short essays we publish on this website, we also include here previously published works that are related to topics of concern to educators, students, design firms, and other hiring organizations here on our website. The focus is upon on how to educate designers.

Changing Design Education for the 21st Century
By Michael W. Meyer and Donald A. Norman

Designers are entrusted with increasingly complex and impactful challenges. However, the current system of design education does not always prepare students for these challenges.

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DesignX: Complex Sociotechnical Systems
By Donald A. Norman and Pieter Jan Stappers

This paper is a follow up to DesignX, a position paper written in 2014, which introduced the design challenges of complex sociotechnical systems such as healthcare, transportation, and environmental protection.

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Innovating a Large Design Education Program at a University of Technology
By Ena Voûte, Pieter Jan Stappers, Elisa Giaccardi, Sylvia Mooij, Annemiek van Boeijen

Design education is changing rapidly in its content, its pedagogy, its students. Over the past decade or two, several developments have been at play. At the risk of oversimplifying matters, a caricature might best clarify these changes.

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The Making of an American Design School: Lessons Learned
By Gjoko Muratovski

Throughout the modern history of design there were many design schools that tried to shape the field in one way or another. While some were experimental, others were grounded and had a very practical focus.

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Certain Uncertainties and the Design of Design Education
By Johan Redström

In this article I will present some of the conceptual tools I have come up with to try and deal with issues of scope, complexity, uncertainty, and change in design and design education.

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Cutting Cubes Out of Fog: The Whole View of Design
By Patrick Whitney, André Nogueira

In this article we argue that the field of design evolved to include helping organizations address complex problems in the face of uncertainty, but it has yet to build knowledge in a way that formalizes the various activities embraced by the field.

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Tomorrow's Critical Design Competencies: Building a Course System for 21st Century Designers
By Denis Weil, Matt Mayfield

As design continues to evolve so does our approach at ID, especially toward our curriculum and the competencies we build in our students. Major institutional changes in 2017–18 prompted an in-depth analysis of and update to our largest graduate program, the Master of Design (MDes).

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Design Research Education and Global Concerns
By Danielle Wilde

If the ecosystems that we are part of and rely on are to flourish, we must urgently transform how we live, and how we imagine living. Design education has a critical role to play in this transformation, as design is a materially engaged, world-building activity.

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Teaching the Designer of Now: A New Basis for Graphic and Communication Design Education
By Juliette Cezzar

In this article, I outline the evolution of recommendations for graphic and communication design education towards professional trends and the competencies required for future professional practice. I will go on to define and discuss three areas of student growth that can respond to challenges within the university and changes in design practice: translation, creation, and articulation.

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Looking for Alternatives: Challenging Assumptions in Design Education
By Sheila Pontis, Karel van der Waarde

In this article, we argue that, in response to emerging societal, technology, and other global transformations, nine interrelated changes in the landscape of design are having an impact on design education in four principal areas: design practice, teaching arena, students, and pedagogy.

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Expanding Knowledge about the Past and PReferred Futures Using Systemic, Values-Based Mapping
By Stan Ruecker, Juan de la Rosa, Faithful Oladeji, Rachel B. Melton

Designers have been interested in the relationship(s) between design theory, practice, and pedagogy ever since the field emerged as a scholarly discipline. In this article, we recount how we took a design theory originally developed for use in grassroots policymaking and redeployed it in the graduate classroom.

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