DESIGN EDUCATION

Notes and reflections (2014 - 2015)

There is a movement in education right now, a shift toward design and learning through making

I had the privilege of working as a fellow at the Yale Center for Engineering Innovation and Design, Yale's design hub and an ongoing experiment/incubator for this kind of educational style

My responsibilities were both to the Center as a facility, where I managed day-to-day administration and logistics with my colleagues, as well as to CEID the entity, as a teaching fellow for two of its courses.

This page is intended to reflect my work during the year-long fellowship, as well as summarize my thoughts and reflections on the CEID's role in the larger conversation about design education. Organized here in a series of essays

Case studies: the two courses I assisted in

Perspectives: a systems-level view of the CEID's identity on campus: as a facility and as an entity

Lessons: what I took away from my experience as a fellow, on the role of design, building, and collaborative problem solving at the CEID, and as part of undergraduate experience, and in general...

#0: WHAT IS THE CEID?

Background

This is a good question (how does the CEID fit into the modern design education landscape

What makes the Center special? How does it address design and making?

#1: CaSE STUDY / MENG-beNG404

Client based problem solving, engineering with a purpose

What did I do for 404, and what was the teaching structure like in general? (or, what did I take away about successful teaching)

Why have engineers go through this process? What did they take away from this process?

What's the point of this course?

#2: CaSE STUDY / MENG491

Design process and global challenges, collaborative learning

How was 491 different from 404 (teaching, course structure, class makeup), and how did that influence what they took away from course?

My design lecture/graphic design/videography etc. work (enabling/facilitating)

What's the point of this course?