Abstract
This is a story of design – of designing a viable present in transition from an increasingly obsolete past to a transformative future. More specifically, Karl Aspelund’s seven design process steps (2010) provided the framework for our curriculum redesign at a typical American Land Grant University. The inspiration surfaced from a combination of necessity and vision based on conditions within and around our design unit. Identification of the design problem resulted in key findings, among them that ours is a small design unit in a large university that explicitly favors STEM disciplines. Conceptualization provided a focus on human-centered design culture and process, asking the question “How can we make it better?” Moving into the exploration/refinement phase we needed to determine who else asks that question within a human-centered culture and process. Medicine emerged as a possibility. The University of Central Florida College of Medicine provided the pragmatic framework used. Definition/Modeling included the adaptation of our design curriculum to the UCF medical curriculum model. By engaging stakeholders to analyze the proposed design and iterate changes, we are currently addressing the project phase of communication. Implementation, to include establishing timeframes, tasks, responsibilities, and assessment processes, will be the next step in the process.
Keywords
Innovative design curriculum, design pedagogy, design process, PRSM, quality of living
DOI
https://doi.org/10.21606/learnxdesign.2013.094
Citation
Mcfall, B., Beacham, C., Burton, K.,and Dulaney jr., R.(2013) How Can We Make It Better? Translating An Innovative Medical Model Into Cutting Edge Design Curriculum, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.094
Creative Commons License
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Included in
How Can We Make It Better? Translating An Innovative Medical Model Into Cutting Edge Design Curriculum
This is a story of design – of designing a viable present in transition from an increasingly obsolete past to a transformative future. More specifically, Karl Aspelund’s seven design process steps (2010) provided the framework for our curriculum redesign at a typical American Land Grant University. The inspiration surfaced from a combination of necessity and vision based on conditions within and around our design unit. Identification of the design problem resulted in key findings, among them that ours is a small design unit in a large university that explicitly favors STEM disciplines. Conceptualization provided a focus on human-centered design culture and process, asking the question “How can we make it better?” Moving into the exploration/refinement phase we needed to determine who else asks that question within a human-centered culture and process. Medicine emerged as a possibility. The University of Central Florida College of Medicine provided the pragmatic framework used. Definition/Modeling included the adaptation of our design curriculum to the UCF medical curriculum model. By engaging stakeholders to analyze the proposed design and iterate changes, we are currently addressing the project phase of communication. Implementation, to include establishing timeframes, tasks, responsibilities, and assessment processes, will be the next step in the process.