DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016, 2016
In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to cr... more In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to creativity is the “inability to tolerate ambiguity . . . an overriding desire for order; and having no appetite for chaos.” Tolerance for ambiguity can be defined as the degree to which an individual is comfortable with uncertainty, unpredictability, conflicting directions, and multiple demands. Industrial designers work in ambiguous environments. Unfortunately, modern organizations are ordered around the principle of doing things that are efficient, repeatable, and reliable...the fundamental problem with trying to be creative is that it’s none of those things. Higher education is a modern organization that does not encourage students to develop a tolerance for ambiguity but strives to eliminate ambiguity from their educational experience. How one deals with uncertainty and the stress of an ambiguous situation is an important consideration in the life, education, and professional practice of industrial designers. An industrial design student with a low tolerance for ambiguity, who is seeking opportunities in the professional world, is bound to feel stress, anxiety, and frustration. This paper defines tolerance for ambiguity to create awareness of its influence on the success of students who are studying industrial design. Recognizing and developing opportunities for students to experience and practice ambiguous situations is important to student’s success as they move from the educational experience into professional life.
The studio method of instruction, termed “the classroom of the future,” is receiving a great deal... more The studio method of instruction, termed “the classroom of the future,” is receiving a great deal of attention in the academic media. MIT’s new engineering building, for instance, will have numerous studio-instruction classrooms. The National Science Foundation is also promoting studio instruction in engineering and the sciences. Industrial Design has been using the studio method of instruction for more than 40 years it is even mandated by our accrediting body National Association of Schools of Art and Design (NASAD). Because of this long history Industrial Design was asked to give a presentation about studio instruction to the Engineering faculty at BYU. The presentation focused on the principles of the studio class and where it works well and where it may not. What faculty and students’ responsibilities for a successful studio instruction? The interest and conversation that was generated from the presentation caused members of the Industrial Design faculty to reflect on our own history of studio instruction. Industrial design realized that the way we look at the studio experience has changed. Many of the principles that form the core of studio instruction have evolved as the design industry, design methods, students, and technologies have changed. As design educators we have experienced and struggled with these natural changes and how they have impacted studio classes and design students. As a result, we began to look at our methods to determine what the tradition from the arts and crafts past was and what is truly needed in design education today. Industrial Design had discovered that over time we had moved away from the student nesting workspace mentality of the traditional arts and crafts–based studio and toward the more current business model of the studio as a war room. The studio had moved away from a home to a hub for the students. This change has mirrored what is happening in the design industry as it has moved from focusing on tactical problem-solving skills to more strategic problem-finding and problem-defining skills. This paper outlines the history, basic principles, and focus of studio instruction and what has prompted the moving way from studio tradition.
In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to cr... more In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to creativity is the “inability to tolerate ambiguity . . . an overriding desire for order; and having no appetite for chaos.” Tolerance for ambiguity can be defined as the degree to which an individual is comfortable with uncertainty, unpredictability, conflicting directions, and multiple demands. Industrial designers work in ambiguous environments. Unfortunately, modern organizations are ordered around the principle of doing things that are efficient, repeatable, and reliable...the fundamental problem with trying to be creative is that it’s none of those things. Higher education is a modern organization that does not encourage students to develop a tolerance for ambiguity but strives to eliminate ambiguity from their educational experience. How one deals with uncertainty and the stress of an ambiguous situation is an important consideration in the life, education, and professional practice ...
The studio method of instruction, termed “the classroom of the future,” is receiving a great deal... more The studio method of instruction, termed “the classroom of the future,” is receiving a great deal of attention in the academic media. MIT’s new engineering building, for instance, will have numerous studio-instruction classrooms. The National Science Foundation is also promoting studio instruction in engineering and the sciences. Industrial Design has been using the studio method of instruction for more than 40 years it is even mandated by our accrediting body National Association of Schools of Art and Design (NASAD). Because of this long history Industrial Design was asked to give a presentation about studio instruction to the Engineering faculty at BYU. The presentation focused on the principles of the studio class and where it works well and where it may not. What faculty and students’ responsibilities for a successful studio instruction? The interest and conversation that was generated from the presentation caused members of the Industrial Design faculty to reflect on our own hi...
Faculty in the School of Technology at BYU believe that for students to excel in 21st century eco... more Faculty in the School of Technology at BYU believe that for students to excel in 21st century economies, cross-disciplinary interaction and innovation methods need to be experienced in each of the schools six disciplines: Industrial Design, Manufacturing Technology, Information Technology, Construction Management, Facility Management and Technology and Engineering Education. This research paper demonstrates how this goal was accomplished through the development and implementation of a two day Innovation Boot Camp. Each student in the School of Technology is requested to attend this Boot Camp which: • introduces and practices principles of Design Thinking • practices problem definition (strategic thinking), rather than problem solving (implementation) • provides inviting and engaging experiences and projects to reduce anxiety in this new, cross disciplined environment The innovation boot camp is an intensive two day, hands on, experiential learning experience where students exercise ...
To stay ahead of the development of new technology, we believe engineers need to understand what ... more To stay ahead of the development of new technology, we believe engineers need to understand what it means to be innovative. This research focuses on the developed methods and efforts being implemented to advance the culture of innovation within our college of engineering. The primary method we have developed to help our students better understand the process of innovation is what we call Innovation Boot Camp. The Innovation boot camp is an intensive, hands-on, collaborative, experiential learning workshop focused on educating students on the principles of innovation by providing them real-world situations that require them to apply these principles. The structure of the initial Innovation Boot Camp is a two-day experience, blending students and faculty from different programs and departments (i.e., Technology
DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016, 2016
In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to cr... more In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to creativity is the “inability to tolerate ambiguity . . . an overriding desire for order; and having no appetite for chaos.” Tolerance for ambiguity can be defined as the degree to which an individual is comfortable with uncertainty, unpredictability, conflicting directions, and multiple demands. Industrial designers work in ambiguous environments. Unfortunately, modern organizations are ordered around the principle of doing things that are efficient, repeatable, and reliable...the fundamental problem with trying to be creative is that it’s none of those things. Higher education is a modern organization that does not encourage students to develop a tolerance for ambiguity but strives to eliminate ambiguity from their educational experience. How one deals with uncertainty and the stress of an ambiguous situation is an important consideration in the life, education, and professional practice of industrial designers. An industrial design student with a low tolerance for ambiguity, who is seeking opportunities in the professional world, is bound to feel stress, anxiety, and frustration. This paper defines tolerance for ambiguity to create awareness of its influence on the success of students who are studying industrial design. Recognizing and developing opportunities for students to experience and practice ambiguous situations is important to student’s success as they move from the educational experience into professional life.
The studio method of instruction, termed “the classroom of the future,” is receiving a great deal... more The studio method of instruction, termed “the classroom of the future,” is receiving a great deal of attention in the academic media. MIT’s new engineering building, for instance, will have numerous studio-instruction classrooms. The National Science Foundation is also promoting studio instruction in engineering and the sciences. Industrial Design has been using the studio method of instruction for more than 40 years it is even mandated by our accrediting body National Association of Schools of Art and Design (NASAD). Because of this long history Industrial Design was asked to give a presentation about studio instruction to the Engineering faculty at BYU. The presentation focused on the principles of the studio class and where it works well and where it may not. What faculty and students’ responsibilities for a successful studio instruction? The interest and conversation that was generated from the presentation caused members of the Industrial Design faculty to reflect on our own history of studio instruction. Industrial design realized that the way we look at the studio experience has changed. Many of the principles that form the core of studio instruction have evolved as the design industry, design methods, students, and technologies have changed. As design educators we have experienced and struggled with these natural changes and how they have impacted studio classes and design students. As a result, we began to look at our methods to determine what the tradition from the arts and crafts past was and what is truly needed in design education today. Industrial Design had discovered that over time we had moved away from the student nesting workspace mentality of the traditional arts and crafts–based studio and toward the more current business model of the studio as a war room. The studio had moved away from a home to a hub for the students. This change has mirrored what is happening in the design industry as it has moved from focusing on tactical problem-solving skills to more strategic problem-finding and problem-defining skills. This paper outlines the history, basic principles, and focus of studio instruction and what has prompted the moving way from studio tradition.
In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to cr... more In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to creativity is the “inability to tolerate ambiguity . . . an overriding desire for order; and having no appetite for chaos.” Tolerance for ambiguity can be defined as the degree to which an individual is comfortable with uncertainty, unpredictability, conflicting directions, and multiple demands. Industrial designers work in ambiguous environments. Unfortunately, modern organizations are ordered around the principle of doing things that are efficient, repeatable, and reliable...the fundamental problem with trying to be creative is that it’s none of those things. Higher education is a modern organization that does not encourage students to develop a tolerance for ambiguity but strives to eliminate ambiguity from their educational experience. How one deals with uncertainty and the stress of an ambiguous situation is an important consideration in the life, education, and professional practice ...
The studio method of instruction, termed “the classroom of the future,” is receiving a great deal... more The studio method of instruction, termed “the classroom of the future,” is receiving a great deal of attention in the academic media. MIT’s new engineering building, for instance, will have numerous studio-instruction classrooms. The National Science Foundation is also promoting studio instruction in engineering and the sciences. Industrial Design has been using the studio method of instruction for more than 40 years it is even mandated by our accrediting body National Association of Schools of Art and Design (NASAD). Because of this long history Industrial Design was asked to give a presentation about studio instruction to the Engineering faculty at BYU. The presentation focused on the principles of the studio class and where it works well and where it may not. What faculty and students’ responsibilities for a successful studio instruction? The interest and conversation that was generated from the presentation caused members of the Industrial Design faculty to reflect on our own hi...
Faculty in the School of Technology at BYU believe that for students to excel in 21st century eco... more Faculty in the School of Technology at BYU believe that for students to excel in 21st century economies, cross-disciplinary interaction and innovation methods need to be experienced in each of the schools six disciplines: Industrial Design, Manufacturing Technology, Information Technology, Construction Management, Facility Management and Technology and Engineering Education. This research paper demonstrates how this goal was accomplished through the development and implementation of a two day Innovation Boot Camp. Each student in the School of Technology is requested to attend this Boot Camp which: • introduces and practices principles of Design Thinking • practices problem definition (strategic thinking), rather than problem solving (implementation) • provides inviting and engaging experiences and projects to reduce anxiety in this new, cross disciplined environment The innovation boot camp is an intensive two day, hands on, experiential learning experience where students exercise ...
To stay ahead of the development of new technology, we believe engineers need to understand what ... more To stay ahead of the development of new technology, we believe engineers need to understand what it means to be innovative. This research focuses on the developed methods and efforts being implemented to advance the culture of innovation within our college of engineering. The primary method we have developed to help our students better understand the process of innovation is what we call Innovation Boot Camp. The Innovation boot camp is an intensive, hands-on, collaborative, experiential learning workshop focused on educating students on the principles of innovation by providing them real-world situations that require them to apply these principles. The structure of the initial Innovation Boot Camp is a two-day experience, blending students and faculty from different programs and departments (i.e., Technology
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