Visions ReVisions Publication ReDesign

The University of Cincinati College of Desig

cturednatureof theprogramenablesstudentstodevelopcompetenciesthataredeemedimportantbyfacultyinthedisciplinesandbyprofessionalpractitioners.Studentearningsfromco-oppositionsaresignificantandprogramgraduateshavemanyadvantageshenseekingcareeremployment.Inaddition,for disciplinesrequiringprofesionalregistration,suchasarchitecture,co-opemploymentcaneappliedagainstnternshipprerequisites.Overthenearly90years sinceitsfounding,theUCco-opsystemhasalwaysbeenaflagshipprograminthefieldandamajorstrengthintheuniversity.Inadditiontobeingco-op’s foundingschool,theotherpioneerachievementsinclude:thefirstco-opprogramforstudentsinnon-technicaldisciplines,businessadministrationin1919; thefirstco-opprogramtoadmitwomenI1920;thefirstco-opprograminapost-secondarytechnicalinstitutein1920;andthefirstschooltohaveanational trainingcenterforco-opemployersin1972.Based on the program’s success and the preparation and quality of our students, new compa-

nies thecountries ranks of potential co-opannual employers.

Ourofstudents co-op positions in 36 of states and acontinually number ofjoin other and have gross earnings over 26have million dollars.

Graduates the program consistently evaluate the co-op experience as having been of significant value in their overall education.Bruce Evans, the Architecture Co-op coordinator, joined the Division of Professional Practice in 1970.

He has secured over $1,000,000 in grants to promote and train cooperative education throughout the country.

According to Evans, ‘UC,meaningful DAAP, and Co-op do care!

It is trulyI have myemployers good fortune to be associated with such a dynamic and program.

I just hope that been up to this exciting, challenging and rewarding responsibility.The Un’niversity of Cincinnati, currently hasmost the largest co-op program of any public post-secondary school in the United States with nearly 4,000 University Cincinna student participants and 1400 employers. Full-time faculty in the Division of Cooperative Educa- The ti, currently hasof the largest co-op program of any pub-enablesstudentstodevelopcompetenciesthatar The University of Cincinnati, currently has the largest co-op ctured nature of the program program of any public post-secondary school in the United important by faculty in the disciplines and byprofessional practitioners.

Studen States with nearlyfaculty 4,000student participants and1400emfrom co-op positions aresignificant and program graduateshave many advant ployers.

Full-time in the Division of Cooperative Edseeking career employment.

In addition, for disciplines requiring profesional r ucation areThey recognized experts inthepractice of cooperative such asthe architecture, co-op employment canthe eappliedagainst nternship prereq education. identify opportunities for student employOver nearly 90 years since its founding, UC co-op system has always be ment thatofferscooperative career-related learning.courses.Through Facultyalsoteachan flagship programinthefield andamajor strength intheuniversity.

Inaddition and coordinate education co-op’s foundingschool, theother pioneer achievements include:inthe firstthe co-o on-going alternation of quarters ofclassroom study and disfor students in non-technical disciplines, business administration 1919; fi cipline-related, paid work quarters, co-op provides students program to admit women I 1920; the first co-op program in a post-secondary anature bridgeoftothe integrate theory and practice.

The well-structured institute in 1920; and the first school to have a national training center for co-op program students todevelop compein 1972.Based onnew the program’s success and the preparation and qua tencies thatby are deemedenables important byfaculty inthe disciour students, companies continually join thein ranks of pot plines and professional practitioners.

Student earnings co-op employers.

Our students have co-op positions 36 states from co-op positionsarehen significant and program graduateof otherGraduates countries of and have gross annual earnings o ctured natureof the program enables studentsby tofaculty devel-number shave many seeking career employment.

In million dollars. the program consistently evalu addition, foradvantages disciplinesrequiring profesional registration, co-op experience as having been of significant value in their op competencies that are deemed important The Uniin thedisciplines and byco-op professional practitioners. versity of Student earnings from positions aresignificant Cincinnati, and program graduateshave many advantages hen currently has the seeking career employment.

In addition, for disciplines largest requiring profesionalcan registration, suchasnternship architecture, co-op proco-op employment eappliedagainst gram of prerequisites.

Over the nearly 90 years since itsfounding, any public the UC co-op system has always been a flagship propost-secgraminthefieldandamajorstrengthintheuniversity. ondary schoolin

VISI S

ON R ONS V REVI

SIO In addition tobeingco-op’s foundingschool, the other pioneer achievements include: the first co-op program for studentsin business administration innon-technical 1919; theco-op firstdisciplines, co-op program toadmit women I 1920; the first program in a post-secondary technical institute in 1920;for and thefirst school to have a national training center co-op employers in1972.Based on the program’s success and the

rednature of theby program enables studentsto develop competencies thatare emed important faculty inthedisciplines and byand professional practitioners. udent earnings from co-op positions are significant program graduateshave nyadvantages henseeking employment.

Inaddition,for disciplines ring ofesional registration, suchnearly ascareer architecture, co-op employment can eco-op appliedntern p prerequisites.

Over the 90 years since its founding, the UC systealways en aflagship programinthe field and amajor strengthinthe university.

Inaddition tobeco-op’s foundingschool, the other pioneer achievements include: thefirst co-op program students in non-technical disciplines, business administration in 1919; the first co-op promtoadmitwomenI1920;thefirstco-opprograminapost-secondarytechnicalinstitute

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1920; andthe first tohave anational training centerfor employers in 72.Based onquality theschool program’s success and the prepared inco-op addition to gro ation and of our students, new companies to join the forcerks of potential co-op Our students have co-op positions woadd 36 states and aemployers. number of other countries and have grossin nual earnings of over 26 million dollars.

Graduates of the program nsistently evaluate the co-op experience as having been of sinal-

ctured natureof theare program enables students todevelop competencies that deemed important by faculty wi the disciplines andearnings byprofessional practice program isinhea itioners.

Student from co-op positions are significant and program graduateshave many advancements tages hen seeking career employment.

In addition, for disciplines requiring profesionalcan registration, such astharchitecture, co-op employment e applied for student against nternship prerequisites.

Over the nearly 90 years since its founding, the UC co-op system has always been flagshipprogram inthe field and majorstrength in theauniversity.

Inaddition to being anainnovative progr co-op’s foundingschool, the other pioneer achievements include: thefirstbusiness co-opprogram forstudents innon-technical 1919; thefirst co-opdisciplines, programto admitadministration womenI1920;in the firstcoop

Arch itecture, Art, and Planning Design, Arc Design, Architecture,itecture, Art, and Planning and Plann Design,Architecture Arch Design, ,Art, andPlanning itecture, Art, and Design,

ctured nature ofdeemed theprogram enables students tothe develop competencies that are important by faculty in disciplines and by professional practitioners.

Student earnings from co-op positions aresignificant andprogramIn graduateshave many advantages hen seeking career employment. addition, for disciplines requiring profesional registration, such as architecture, co-op employment cansince eappliedagainst nternship prerequisites.

Over thebeen nearlya 90 years its founding, the UC co-op system has always flagship program inthefieldand amajorstrength inother theuniversity.

In addition to beingco-op’s foundingschool, the pioneer achievementsinclude:thefirstco-opprogram forstudents in

non-technical disciplines, business administration in1919; the first co-op program to admit women I 1920; the first coop program in a post-secondary technical institute in 1920; and theemployers firstschoolinto haveanational centerfor co-op 1972.Based ontraining the program’s success

cooperative VV II SS II OO N N SS

RR EE VV II SS II OO N N SS

College of Design, Architecture, Art and Planning

DAAP College of Design Architecture Artlanning DAAP College of Design Architec ture Art Plann ing DAAP College of Dg DAAP College of Design Architecture Art Planning DAAP College Design Ar chitecture Artof PlannDAAP DAAP College of DAAP CollegeArt of Desigg Design Architecture Planning DAAP College of Design Achitecture Art PlannDAAP DAAP C O College L L E G E Oof DAAP DAAP College ofF Desigg Design Architecture Art Planning DAAP College of Design Ar19 The Best ofArt BothPlannDAAP Worlds chitecture DAAP College of Desigesign Architecture Art Planning 20 ACollege Conversation withDesign the Dean Ar DAAP of chitecturelanning CoArt 25 The Center forDAAP Design and llege of Aronoff Design Architecture ADAAPrt Planning DAAP College of Design Architecture 30 DAAP LibraryDAAP Art Planning College of Design Architecture Artof PlannDAAP DAAP College 32 Technological Advances Design Archi tecture Art Planning ing DAAP College 34 Interdisciplinary Projects of Design Architecture DAP PArt Planning DAAP College gArchitecture DAAP College of Design 35 Coopesrative Education Art Planning DAAP College of Design A rchitecture Art Plann 36 College Memories DAAP College of Desigof gArchitecture DAAP College ofPlanning Design Art 38 Faculty & Administration DAAP College of Design A rchitecture ArtofPlannDAAP DAAP College De Dsign Architecture Plaing DAAP CollegeArtofArt Des DAAPign Architecture Planning DAAP Colleg DAAP ture Planning Co U N I V E R S I TCollege Y O Art FofC of I N Design C I N NArchitec A DAAP TArchitec I llege Design ture Art PlannDAAP DAAP College of Dege of Design 4 University History Architecturg DAAP College of Design Architecture Art Planning DAAP College 6 University Facts Design Architecture Artof PlannDAAP DAAP College Planning DAAPof 8 Faculty Profiles Desige CollegeArt of Design Architec ture Art PlanningDAAP DAAP 10 Alumni Highlights DAAP College of Desg DAAP College of Design Architecture Planning DAAP Co 12 Academic Programs lege Art of Design Archite cture ArtofPlannDAAP DAAP College Desigign Archg DAAP College oDAAPf Desig nDesign ArDAAPg DAAP College ofof Arcg DAAP College Design Architectur eofArt Planning DAAP College Design Architect

17 1

VI INTRODUCTION vii This Portfolio

Table of Contents Table of Contents Table of Cntents Table of Contents Table of Contents Table of Contents Table of Contents Table of Contents Table of tents Table of ContentsTaf Contents Table of Table of Contents Table of Contents Table of Contents Table of Contents Table of Contents

Table of Contents

01

College of DAAP

Visions

Revisions

41 SCHOOL OF DESIGN 44 46 48 50 52 54 56 61 63 64 68 71 72

Student Perspectives Design Programs Fashion Design Graphic Design Industrial Design Digital Design Alumni Highlights Architecture and Interior Design Faculty List Architecture Interior Design Theory and Practice Student Work

Revisions Visions/Revisions Visions/Revisions Visions/RevisionsVision sRevisions Visions/RevisionsVisions/Revisions Visions/RevisionsVision sVisions/RevisiRevisions Visions/RevisionsVisions /Revisions Visions/RevisionsVisions/Revisions Visions/RevisionsVisions /Revisions Visions/Revi-Visions Visions/Revisions sions/RevisionsVisionsRevisions/Revisions Visions/ VisionsRevisions Visions/ Revisions VisionsRevisions/RevisionsVisions/Revisions Visions/Revisions Visions/Revisions Visions/ RevisionsVisions/Revisions Visions/RevisionsVisions/ Revisions Visions/Revisions Visions/Revisions Visions/RevisionsVisions/ SVisions/ReviC H O O L ViOF ART Revisions sionsVisions/Revisions sions/Revisioons/Revisions 83 FacultyVisions/ Profiles Visions/Revisions RevisionsVisions/Revisions Visions/Revisions 85 Mission Statement

Visions/Revisions

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86 PHILOSOPHY 88 Disciplines 91 Environment

112

AFTERWORD 113 Monday, June 5, 2000 114 DAAP Millennium Photograph

95 VISION 97 School of Planning 100 International Work

103

TECHNOLOGY 104 Faculty Profiles 106 Student Work 108 Alumni Highlights 110 Vision

The University Cincinnati’s University Cincinnati’s TheofUniversity of The Cincinnati’s TheofUniversity of Cincinnati’s The University of Cincinnati’s The University of Cincinnati’s The University of Cincinnati’s The University of Cincinnati’sCollege of Design Architecture Art PlanningCollege of D esign Architecture Art Planning College of Design Architecture Art Planning College of Design chitecture Art Planning Co Art Planning TheArllege of Design Architecture Uni versity of Cincinnati’s The University of Cincinnati’s The University of Cincinnati’s The University of Cincinnati’s The University of Cincinnati’s The University of Cinc innati’s The University of Cincinnati’s The Uninnati’sCollege of Design Architecture versity of Cinci Art PlanningCollege of Design Architecture Art Planning

The University of Cincinnati’s College of Designof Architecture Art Planning College of Design Architecture Art Planning College Design Architecture Art Planning College of Design Architecture Art PlanningThe Visions

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02

C O O P E R A T I V E e d u c a t i o n

currently hasany thepublic largestpost-secco-op program of ondary school in the United States withnearly 4,000 student participants and1400 employers.

Full-time faculty in the Division of Cooperative Education are recognized experts inthepractice of cooperative education.

They identify opportunities student employment that offersfor career-related learning.

Faculty also and coordinate cooperativeteach education courses.Through an on-going alternation ofdisciquarters ofclassroom study and pline-related, paid workaquarters, co-op provides students bridge to integrate theory and practice.

The well-structured nature ofto the program enablesstudents develop competencies that are deemed important faculty in thedisciplines andby byStudent professional practitioners. earnings from co-op positions are significant andprogram graduates have many advantages hen seeking career employment.

In addition, forregistration, disciplines requiring profesional such as architecture, co-opemployment can e appliedagainst nternship prerequisites.

Overthenearly 90 years since itsfounding, the UC co-op system has always been a a flagship program inthe fieldand major strength in the university. addition tothe beingco-op’s found-In ingschool, other pioneer achievements include: thefirst co-op program forstudents in non-technical disciplines, business administration in 1919; the first co-op program toadmit women 1920; the firstco-op program inaI post-secondary technical institute in 1920; andthetraining firstschool to for have aemployers national center co-op in 1972.

Based the program’sand success and theon preparation quality of our students, new ly joincompanies the ranks ofcontinualpotential co-op employers.

Our students have co-op positions in 36 states and a number of other countries and have gross annual earnings of over 26 million dollars.

Graduates ofevaluate the program consistently the co-op experience as

18

College of DAAP

Visions

Revisions

The University of Cincinnati, currently has the largest co-op program of any public post-secondary school in the United States with nearly 4,000 student participants and 1400 employers. Full-time faculty in the Division of Cooperative Education are recognized experts practice of cooperative education.

They identify opportunities for student employment that offers career-related learning. Faculty also teach and coordinate cooperative education courses.

Through an on-going alternation of quarters of classroom study and discipline-related, paid work quarters, co-op provides students a bridge to integrate theory and practice. The well-structured nature of the program enables students to develop competencies that are deemed important by faculty in the disciplines and by professional practitioners. Student earnings from co-op positions are significant and program graduates have many advantages when seeking career employment. In addition, for disciplines requiring professional registration, such as architecture, co-op employment can be applied against internship prerequisites.

Over the nearly 90 years since its founding, the UC co-op system has always been a flagship program in the field and a major strength in the university. In addition to being co-op’s founding school, the other pioneer

achievements include: the first co-op program for students in non-technical disciplines, business administration in 1919; the first co-op program to admit women I 1920; the first co-op program in a post-secondary technical institute in 1920; and the first school to have a national training center for co-op employers in 1972.

Based on the program’s success and the preparation and quality of our students, new companies continually join the ranks of potential co-op employers. Our students have co-op positions in 36 states and a number of other countries and have gross annual earnings of over 26 million dollars. Graduates of the program consistently evaluate the co-op experience as having been of significant value in their overall education.

Bruce Evans, the Architecture Co-op coordinator, joined the Division of Professional Practice in 1970. According to Evans, ‘UC, DAAP, and Co-op do care! It is truly my good fortune to be associated with such a dynamic and meaningful program. I just hope that I have been up to this most exciting, challenging and rewarding responsibility.’

Over the nearly 90 years since its founding, the UC co-op system has always been a flagship program in the field and a major strength in the university.

Over the nearly 90 years since itsco-op founding, the UC system has always been a flagship program in the field and a ma jor strength in the university. theits nearly 90 yearsOver since founing, he UCbeen co-op systemprogram has a lways aand flagship in the field a newly im plemented design studio major strength in the Cincinnati sign ArtOhio college of De Architectureuniversity.

Visions

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19

The

BEST of

20

College of DAAP

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Both

WORLDS

DAAP was don cooperative education, continuing academictheory and professional practice for operative education, continuingthat unique blenw professional practice for which UC is famousDAA on cooperative continuing that uniqu emic theory andeducation, professional practice for which ative education, continuingthat unique blend of.. theoryand professional practice for which UC isf amous cademictheory and professional practice doncooperative education, continuingthat uniqu academic theoryation, continuingthat unique ble theoryand professional practice for which UC isf amouscademictheory and professional practiceun DAAP wasdoncooperatictheorycontinuingthat academic theoryandcooperative professional practice for UC

The best of both worlds describes the University of Cincinnati’s College of Design, Architecture, Art, and Planning, known as DAAP. The college successfully combines benefits of a highly selective art and design school with the resources of a doctoral-granting research university. Since its founding, many of DAAP’s programs have consistently been

students. Currently, nearly 1,200 DAAP under-

included among the top rated programs in the

graduate students are involved in the cooperative

United States.

education experience. Of these, 34 percent work in the greater Cincinnati are, 18 percent are

From the outset, DAAP was based on cooperative

located in other areas in Ohio, 46 percent work

education, continuing that unique blend of alter-

in other states and 1.6 percent visit other countries.

nating quarters of full-time academic theory and

There are over 90 full time faculties and many part

professional practice for which UC is famous.

time faculties who bring breadth of knowledge

This firm foundation has continued to ear the college

and expertise.

a reputation as one of the finest colleges of visual art and environmental design in the nation.

Many of the programs are consistently ranked

The college is also among the largest and most

among the top in the nation, because our faculty

diverse colleges of its type with 10 undergraduate

continually responds to trends in education and in

programs and seven graduate programs. It has

the professions for which we prepare our students

a steady enrollment of between 1,600-1,700

to enter. Just as in industry, where professionals

g thatUC unique blend of...full-time which is famousDAAP nd of...full-time academicwasdoncotheory and APwad ue blend of...full-time acad h...full-time UC is famousDAAP academicwasdoncooperffor which UC is famousDAAP was ue blend of...full-time end of...full-time academic ffor which UC is famous nique blend of...full-timthat unique

trained in a variety of disciplines work together using a team approach to problem solving, DAAP’s curriculum increasingly involves an interdisciplinary approach.

DAAP was based on cooperative education, continuing that unique blend of...full-time academic theory and professional practice for which UC is famous.

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School. The school, she wrote, was ‘limited in its usefulness by want of means.’ It was, at best, ‘instrumental in awakening a desire for further educational facilities…’ (Clarke, p.7).

Industry was not the only beneficiary.

Women, Perry believed, would be particularly suitable candidates for a ‘thorough education in industrial art,’ citing the high success rate of women at South Kensington. Other cities had already embarked upon similar ventures, establishing what Perry described as ‘Technical Art Schools’ where women excelled in such areas as creating designs for calico printing, oil cloths, carpets, ribbons, lace, and wallpaper, as well as making copies of casts and architectural drawings. WAMA was committed to the advancement of women’s work in Cincinnati; the museum and academy would address this commitment and, at the same time, advance the cause of industrial art.

Perry, of course, was well aware that the city already possessed a School of Design which itself was dedicated initially to fostering the relationship between art and industry and which, as well, had provided considerable opportunity for the training of women artists and artisans. Yet she was clearly dissatisfied with the scope and direction of the McMicken

22

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WAMA’s approach was measured. While its ultimate goals never wavered, the organization set about its task of slowly and deliberately enlightening the city’s leadership and the public at large to the need for a major art institution on the scale of Philadelphia, Boston, or New York.

To this end, WAMA sponsored public lectures and opened classrooms for instruction in the decorative arts. By November 1879, WAMA was offering a number of courses, including oil painting taught by John Henry Twachtman.

Perry and her allies remained committed to the industrial and commercial value of trained designers. WAMA-sponsored lectures stressed the positive influence of art principles on the entire population, ‘especially women,’ who would benefit by the successful completion of an art museum (Art Palace, 9). WAMA’s efforts finally

Undergraduate Programs School of Design Communication Design Fashion Design Industrial Design School of Architeture and Interior Design Architecture Interior Design School of Art Fine Arts Art History Visual Arts Teacher Licensure School of Planning Urban Planning Urban Studies

paid off in 1880 when the Museum Fund received a gift from Charles W. West for $150,000, which was matched within a month by public subscriptions.

WAMA’s hopes for achieving its goals were immeasurably heightened by the parallel activities of Judge Joseph Longworth and Benn Pitman, both of whom had long before committed themselves to design education through their association with the McMicken School of Design. As a longstanding Cincinnati arts patron, Longworth had donated $59,500 in 1876 to the University of Cincinnati for the support of its School of Design. By 1881, however, Longworth was openly annoyed over the management of this fund and what he viewed as the inefficient and highly politicized university atmosphere. In a move that would have lasting significance, he aligned himself with WAMA and its supporters in their efforts to build an art museum and associated art academy.

Graduate Programs Design Architecture (2) Art Education Art History Fine Arts Community Planning

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The purpose of graphic design may be to inform, identify, clarify, or persuade the public or a specific audience. The finished design usually combines a drawn or photographic image with letter-forms and typography.

Most often, the result is reproduced through the printing process, but it may take other forms such as an exhibition, a film, a slide presentation or a package.

Symbols are often selected or designed for such applications. The design plan may involve the development of a communication system, such as a corporate identify program (logo, stationery, annual reports, brochures, etc.). The designer may produce these images or collaborate with others to do so.

Communication Design deals with design for communication, Graphic designers are able to analyze communication

Communica tion Design deals with design for communication, Graphic es, ideas, and feelings designers are ableco to analyze mmunication in concise, effective and problems and needs, and visuvisually satisfying ways. to alize messages, ideas, and feelings in concise, effective and visually satisfying ways. problems and needs,

and to visualize messag-

A N A L Y Z E

Communication Design C

O

M

M

U

s c h o o l o f d e s i g n N I C A T I O N

Communication designers give visual form to information, ideas, and feelings. They inform, persuade, educate and entertain using typography, photography, drawing, video/ animation, audio, storytelling, interaction, and space. Communication designers increasingly collaborate with other fields to help meet human needs.

At the University of Cincinnati, communication design students receive a foundation in visual problem solving. The core of the curriculum is a series of sequential design studios. These courses help students develop critical and visual thinking along with essential design processes. Students also have 50

College of DAAP

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“ We do not want the students to approach a project with a very specific way of thinking, but rather with an open mind for problem solving in an ever-changing society. �

Heinz Schenker Former Associate Professor Emeritus of Communication

C O M M U N I C A T I O N opportunities to further develop in specific areas of interest (including graphic design, interaction design and motion design). Students reinforce their skills in the field through several co-ops.

P R O B L E M S

Winnie Lin Class of 2020

Professional communication designers build careers wherever communication is important.

Designers often work for design firms, internal design teams, or as independent freelancers. They have career opportunities in advertising, branding and corporate identity, digital product design, exhibit design, interface design, motion graphics and post-production design, package design, service design, user experience design, and web design. Today’s designers may be found working in the healthcare system improving health, or for governments and NGOs impacting society. Established designers may create their own firms or pursue entrepreneurial activities.

Regardless of their career, almost every designer works on behalf of an interested party (or client) and an audience, identifying specific problems and helping fulfill the needs of both groups.

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“ Digital technology transformed not only the way we did things, but also the way we looked at the world...

By bringing that technology into the College, I have been involved in this revolution.”

Gerald Michaud Former Associate Professor of Industrial Design

Grant Wilson Class of 2020

In DAAP’s Industrial Design program, ranked first in the country by DesignIntelligence, students learn to emphasize the humanistic qualities of products of mass production with special consideration for the comfort, safety, and aesthetic satisfaction that they may bring to the users.

DesignIntelligence ranks UC’s Industrial Design program as the most admired program in the country among academic deans and department heads “for its co-op program, industry relations, and practical training.”

On completion of these courses and two semesters of cooperative education, industrial design students may choose to focus on: general product

D E V E L O P

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College of DAAP

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C O N C E P T S

F O R

M A N U

Industrial design is concerned with the first appearance and usefulness of manufactured goods. The Industrial designer emphasizes humanist qualities of products of mass production with special consideration for comfort, safely, and aesthetic satisfaction which they may bring to the users. Industrial designers are employed where products are planned for mass production.

Since many goods are mass-produced, there is a wide range of opportunities. Jobs have traditionally been divided into two kinds of employment; as a consultant, or on the design staff of a corporation. Furniture, appliances, housewares, electronic equipment, tools, toys, automobiles and packages are considered consumer products and nearly always require industrial design services while being developed for manufacturing and marketing. Other items not meant for the consumer market, such as machine tools medical equipment, business machines and displays, are also designed by industrial designers.

Industrial Design I

N

D

U

S

T

s c h o o l o f R I A L

d e s i g n

program, rankedlearn first intothe country by ligence, students emphasize theDesignIntelhumanistic qualities of products of mass production with consideration for the comfort, safety, and aesspecial thetic satisfaction that they may bring to the users.

DesignIntelligence ranks UC’s Industrial Design program asthe most admired program thecountry among academdesign,inheads creating cohesive and useful designs ic deans and department “for its co-op program, industry relations, practical training.On to and solve a wide array of compleconsumer/user needs, tion of these courses and two semesters of cooperative education, industrial design students may choose to focus on: general product design, creating cohesive transportation design, concentrating on the and useful designs to solve a wide array of consumer/ user needs, transportation design, concentrating on development oftechnical conceptual the development of conceptual and skills re-and technical lated to human bility and transportation design.Since industrial designers are employed wherever products skills related to human mobility and transare planned for mass production, there are ample career opportunities available.

Industrial designers are design. typi cally hired asportation consultants or onincluding the designautomostaff of a corporation and work on projects

F A C T U R E D

P R O D U C T S

Since industrial designers are employed wherever products are planned for mass production, there are ample career opportunities available. Industrial designers are typically Visions

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