Abstract
This study examines the impact of two courses, Systems and Persuasion, within Carnegie Mellon University's Design Studies curriculum. Through qualitative analysis of a substantial number of reflective responses collected via weekly exit tickets, the research identifies key themes that highlight the influence of these courses on second-year undergraduate design students. Students gained a nuanced understanding of design as a systemic, ethical, and collaborative practice, emphasizing systems thinking, empathy, and the implications of behavioral change across multiple scale levels. The findings suggest that students developed a heightened awareness of the interconnectedness of design interventions, recognizing the broader societal and environmental consequences of their work. They also demonstrated increased confidence in applying research and contextual understanding to address complex challenges. While the courses fostered essential skills and mindsets for navigating the complexities of contemporary design practice, the study underscores the need for further exploration, particularly through longitudinal research and community-based projects, to deepen these insights and validate their applicability in diverse contexts. These findings contribute to ongoing discussions on advancing design education to prepare responsible and reflective practitioners equipped to create meaningful and sustainable change.
DOI
https://doi.org/10.21606/drslxd.2025.059
Citation
Garcia, L., Reiley, A.,and Zhang, A.(2025) Examining the Impact of Design Studies: Systems and Persuasion Courses on Undergraduate Design Students at Carnegie Mellon University, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.059
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Case Study
Examining the Impact of Design Studies: Systems and Persuasion Courses on Undergraduate Design Students at Carnegie Mellon University
This study examines the impact of two courses, Systems and Persuasion, within Carnegie Mellon University's Design Studies curriculum. Through qualitative analysis of a substantial number of reflective responses collected via weekly exit tickets, the research identifies key themes that highlight the influence of these courses on second-year undergraduate design students. Students gained a nuanced understanding of design as a systemic, ethical, and collaborative practice, emphasizing systems thinking, empathy, and the implications of behavioral change across multiple scale levels. The findings suggest that students developed a heightened awareness of the interconnectedness of design interventions, recognizing the broader societal and environmental consequences of their work. They also demonstrated increased confidence in applying research and contextual understanding to address complex challenges. While the courses fostered essential skills and mindsets for navigating the complexities of contemporary design practice, the study underscores the need for further exploration, particularly through longitudinal research and community-based projects, to deepen these insights and validate their applicability in diverse contexts. These findings contribute to ongoing discussions on advancing design education to prepare responsible and reflective practitioners equipped to create meaningful and sustainable change.