The Stamps MDes in Integrative Design

MDes in Integrative Design

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Economic issues

Environmental issues

Political issues

Classic examples of wicked problems include: Global Climate Change

Healthcare

Pandemics

waste

Surveillance

Clean

Water

poverty

Human

Rights

Natural Disasters

Te r r o r i s m

ENERGY

Education

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The Stamps

MDes in Integrative Design The Stamps MDes in Integrative Design aligns graduate education with the best in emerging professional practice, dissolving traditional professional and educational silos in an integrated approach to problem-solving.

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T H I S R E V O L U T I O N A R Y P R O J E C T- B A S E D P R O G R A M B R I N G S

together working teams of graduate design students with university and industry professionals over a two-year period to engage complex societal problems that require development of new knowledge and integrative design solutions.

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E A C H C O H O R T W I L L F O C U S O N O N E U M B R E L L A P R O J E C T.

Within this overarching framework, the group may address existing problems or identify yet-to-be-defined issues for work and research.

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← → → → → ↓ ↓ collaborative

cross-disc ipli na ry

↗ ↖

↖ ↓ d ende en op

↗ ↘ ↘ ↘ ↙ ↙ ↙ MDes

↓ ↙ ↖ ↖ ↖ ↙ ↗ ← → → → → ↗ ↓ pa

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↗ ↘ ↘ ↘ ↙ ↙ ↙ 8 MDes candidates 2 years 1 wicked problem

a new graduate program in integrative design 3

Other programs:

M U LT I D I S C I P L I N A R Y

OR

INTE RDISCIPLINARY

TR ANSDISCIPLINARY

OR

→ Multidisciplinarity is a button and

→ Interdisciplinarity is a zipper. There

→ Transdisciplinarity is Velcro®. It

a buttonhole. There are two distinct

are two distinct things, two facing

consists of two distinct layers that are

things that when brought together

rows of teeth that are pulled into

useless without the other. Without the

create a third effect—holding

relation by a third thing—the slider.

other side, each makes no sense on

together. There is a dominant partner

This slider could be a common value

its own. The totality is a new thing in

—we usually talk about buttons and

or goal that temporarily holds the

itself. Velcro can attach at any point.

overlook the holes.

stakeholders together.

Our Approach At Stamps, we take a cross-disciplinary approach—integrating multiple disciplinary strategies as the project or problem requires.

Flexibility, adaptability, “working with...”, and “in the service of...” are key.

▸ Products (things)

▸ Platforms (systems)

▸ Product Ecosystems (systems of systems)

= 20th Century

= Early 21st Century

= Near Future

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Integrative Design is a verb

Around the world there are a number of programs in ‘integrated’ design. The use of the term “integrated” suggests two primary characteristics of these programs 1) that design was once outside of what was important and has now been assimilated. And 2) that the design aspect has already happened. It is past tense.

At Stamps, we see design as process oriented— a way of integrating diverse stakeholders in envisioning, creating, and achieving common goals. It is through the act of designing together that integration happens. It is design as a verb rather than a noun.

”

John Marshall, MDes Program Director

Moving beyond…

Process

Product Design as a noun “I”

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to →

Design as a verb “We”

The Outcomes The goal is to prepare more empathic design leaders—agile, resourceful and process oriented.

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G R A D U AT E S O F T H E P R O G R A M W I L L H A V E T W O Y E A R S

experience building cross-disciplinary design skills, working on client-based, open-ended, and complex problems that integrate both theory and practice. They will have engaged deeply in project-based learning and creative collaboration to prepare them for more ethical and entrepreneurial roles in today’s unpredictable environment.

MDes graduates will possess a unique set of skills and capacities that will distinguish them professionally to meet the growing demands of companies seeking employees with new and more creative, nimble and team-based capabilities:

→ they will think critically, analyze and engage complex, real-world problems → they will find, evaluate, and use appropriate research resources → they will understand collective and collaborative approaches to working → they will demonstrate effective communication skills → they will be prepared to participate in or lead cross-disciplinary teams → they will be experienced at exploring environmentallysound and socially-responsible solutions for projects.

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← → → → → ↓ ↓ lear solution no c

↗ ↖

↖ ↓ outcomes een es or nf

socially co mp lex

u

↗ ↘ ↘ ↘ ↙ ↙ ↙ Wicked Problem

↓ ↓ ↖ ↖ ↖ ↙ ↗ rde

vi o

rs

i n te

nd

be

pe

ha

← → → → → ↗ ↓ en

t&

mu

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a u sa l

involves

ch

g an

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↗ ↘ ↘ ↘ ↙ ↙ ↙ →

Each Cohort Addresses A Complex Social Issue, also known as a “wicked problem.” Students will work collectively and in collaboration with a broader community of professionals and stakeholders on projects employing integrative design methods and practices.

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A Wicked Problem A wicked problem is a social and/or cultural challenge that is difficult or impossible to solve. Solutions are not true-or-false, right-or-wrong, but instead are better or worse. It is multi-causal and socio-culturally complex; it may involve changing attitudes and behaviors and have unforeseen outcomes. And the definition of the problem itself depends on who is doing the defining.

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P R O V I D I N G U N I V E R S A L A C C E S S T O C L E A N W AT E R I S A N E X A M P L E

of a wicked problem area that needs to be contextualized, reduced, and articulated as a manageable problem set. During the design process, a team might collaborate with lawyers, politicians, theologians, hydrologists, activists, corporate executives, environmental scientists, labor unions, physicians, international aid agencies, and processing plant technicians, as well as a diverse public. In the end, “solutions”— products, interfaces, processes, graphics, experiences, structures, etc.— developed with an understanding of the larger system must be sensitive to the competing demands of broad stakeholders and make a meaningful contribution to the broader problem.

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Dissecting the Issue:

STEEPV Methodology Integrative design starts with a deep inquiry into the issues at hand. The 2015 MDes candidates use a methodological framework called STEEPV — Social, Technological, Economic, Environmental, Political and Values-based — as a lens for which to examine the internal and external factors surrounding the issues of the wicked problem of healthcare.

STEEPV Healthcare Snapshot

Social

Technical

Approximately 35 percent

Preventable medical errors

(64 million) of working age

are the third leading cause

Americans either have medical

of death in America behind

bill problems or are currently

heart disease and cancer.

paying off medical debt.

Source: Jour nal o f Patient Saf ety

Sou rce: The Com monwe al th Fund

Economic

Environmental

Political

The average cost of a

Pharmaceutical waste can

By 2085, U.S. spending on

prescription in 1975 was

be found in trace amounts

medical care will be 100% of

$5. The average cost of a

in soil and groundwater

tax revenues and medical-

prescription in 2015 is $400.

throughout the world.

related debt will outstrip GDP.

Source: Stephen Sc hondel meyer,

Sou rce: He a l th ier Hospital In itiative

Source: M ic hael O ’Don nel l ,

Universi ty o f Minnesota

Un iversity o f M ic h igan He al th

College o f P ha r mac y

M a nagement Rese a rc h Center

Values-based We believe that individuals deserve health care that is reflective and respectful of their personal values. Patients deserve to be listened to, involved in their care plans, and treated as experts of their own experiences.

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2016 Wicked Problem:

21st Century Healthcare & Well-being

Wicked problems in healthcare and wellbeing are some of the most critical issues that we face. In healthcare there are no quick fixes and no simple solutions: aging populations, chronic diseases, and lack of access to comprehensive services are just some of the urgent problems that need to be addressed.

Questions include: → How best can we deliver a continuum of care among healers, from doctors to nurse practitioners to dietitians and everything in between? → How might we enable patients to be stewards of their own health by making better lifestyle choices? → How can we integrate the caregiver, their friends and family as a personal network of care? → How can we balance financial challenges, hospital productivity, regulatory standards, and patient satisfaction? → How can we improve healthcare through effective product, communication, and interaction design by taking an integrative, human-centered approach?

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S TA M P S M D E S I N T E G R AT I V E D E S I G N G R A D U AT E S T U D E N T S W I L L

work with diverse stakeholders to identify and test possible responses and actions regarding 21st Century healthcare and well-being. In addition to developing and testing solutions, they will explore the practice of design including processes of decision-making, collaboration and team management; the materials and techniques of production; and the technical and aesthetic requirements of the field.

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→

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We are looking to build a small, effective team of students who are not simply focused on a graduate degree, but rather a real opportunity to leverage the considerable resources of the Stamps School and the University of Michigan to make a change in the way designers work in the world.

Building a

Design Team We are seeking potential students from diverse backgrounds across the spectrum of design disciplines (e.g. product designers, visual communication designers, user-experience designers, and industrial, graphic, and interaction designers) who want to transform their career paths.

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WE WILL ALSO CONSIDER

qualified candidates with education and

experience related to the wicked problem who have experienced the design process in a professional setting and wish to expand their knowledge of design while building on their prior education.

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C A N D I D AT E S F O R T H E P R O G R A M

must be intellectually curious, self-

motivated, engaged with critical discourse in the discipline, and interested in the future role of design in shaping everyday life in the 21st Century.

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THEY MUST BE

willing to critically examine current thinking and prepared

to revise and expand their understanding of research, development, and design methods and practices.

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MEMBERS OF OUR DESIGN TEAM

will engage in collaborative, design-

centered approaches to solving complex problems. It will be critical that candidates have specialized skills to integrate with those of other team members to deliver design solutions that work in specific cultural and economic contexts.

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The School of Natural Resources and Environment

Taubman College of Architecture and Urban Planning

→ The Graham Sustainability Institute

Medical School → Department of Pediatrics and Communicable Diseases → Environmental Health Sciences → Neurology → Anesthesiology

The VA Ann Arbor Healthcare System

→ Ophthalmology and Visual Sciences

College of Engineering → Material Science and Engineering → Mechanical Engineering → Biomedical Engineering

Corporate Partners

→ Center for Entrepreneurship → Center for Healthcare Engineering and Patient Safety

C.S. Mott Children's Hospital

MDes U-M

Partnerships

School of Law

Ford School of Public Policy

College of Literature, Science, and the Arts → Psychology

Stephen M. Ross School of Business → Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies → The Center for Positive Organizations → Business Administration → Technology and Operations

School of Public Health

School of Information → UMSI Entrepreneurship Program

School of Education

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U-M Resources You have Access to…

And Collaborate with…

world-class studios

engineers

radiology lab

filmmakers

state of the art digital media labs

dancers

multi-camera HD video studios

climatologists

robotics institute

architects

virtual reality cave

astrophysicists

3D printers, routers, and scanners

playwrights

physical computing studio

urban planners

materials library

musicians

computer and video game archive

design historians

nanotechnology institute

public policy makers

industrial knitting machines

journalists

map libraries

microbiologists

7-axis robotic fabrication system large format printers electronic music studios 24-ft astro-tec dome planetarium 7 U-M museums

nanotechnology researchers

MDes

anthropologists curators sound engineers social workers

artificial intelligence lab

chemists

motion capture facility

ecologists

MRI scanners museum of zoology collections anatomy labs professional audio recording studios

neuroscientists botanists information architects data analysts

botanical gardens

cancer researchers

entrepreneurship clinic

cognitive scientists

2 Stamps School galleries 121 music practice rooms

poets forensic scientists

dance studios

screenwriters

Gamelan ensemble

entrepreneurs

1.7 million plants in the Herbarium marine hydrodynamics lab and more…

public health experts 3D modeling experts and more…

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MDes

Faculty Advisors Close working relationships with faculty are a key component of graduate study at Stamps.

Each MDes team member is assigned a faculty adviser who serves as a mentor and guide.

John Marshall L Associate Professor MDes Program Director Jan-Henrik Andersen M Associate Professor Sophia Brueckner R Assistant Professor

Roland Graf Assistant Professor Franc Nunoo-Quarcoo Professor Sun Young Park Assistant Professor

Brad Smith Professor Hannah Smotrich Associate Professor Bruce Tharp Associate Professor

Stephanie Tharp Associate Professor Nick Tobier Associate Professor Joe Trumpey Associate Professor

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S TA M P S M D E S F A C U LT Y  

For more information about each faculty member

and examples of work visit: stamps.umich.edu/mdes-faculty

Faculty offer a broad spectrum of research and professional experiences, serving as the primary support for students in academic planning, advising and addressing challenges.

John Marshall

Jan-Henrik Andersen

Sophia Brueckner

▸ digital fabrication

▸ electro-mechanical durables design

▸ UX/interaction design

▸ tangible user interfaces

▸ health and wellbeing technology

▸ design methods

▸ product design

▸ problem-based learning

▸ visualizion of subatomic particles

▸ digital fabrication

▸ sustainable marine farming

▸ wearables

▸ 3D rapid prototyping

▸ design ethics

Roland Graf

Franc Nunoo-Quarcoo

Sun Young Park

▸ architecture

▸ publication design

▸ human computer interaction

▸ object design

▸ interface design

▸ human interface development

▸ exhibition design

▸ user experience design and design research

▸ interactive installation

▸ design research & scholarship

▸ cross-disciplinary design ▸ design research & scholarship

▸ generative systems

▸ computer-supported cooperative work ▸ health/medical informatics ▸ social computing

Brad Smith

Hannah Smotrich

Bruce Tharp

▸ anatomy & biomedical illustration

▸ publication design

▸ sociocultural anthropology

▸ environmental graphic design

▸ mechanical engineering

▸ community design collaborations

▸ commercial & speculative product design

▸ visual identity systems

▸ design entrepreneurship

Stephanie Tharp

Nick Tobier

Joe Trumpey

▸ design process

▸ landscape architecture

▸ ecological design

▸ interdisciplinary and team-based design

▸ public projects & actions

▸ permaculture design

▸ social entrepreneurship

▸ natural materials & building

▸ critical & speculative writing

▸ community based design build

▸ visualization of cardiovascular development ▸ magnetic resonance imaging of embryos ▸ animation & design

▸ critical design practices ▸ design research

▸ industrial design

▸ constrained resource design

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The 2015

MDes Cohort The first MDes team offers a global perspective, with experiences and knowledge from across the design disciplines and beyond. All have professional experience. And all share the desire to think critically, to analyze and engage complex, real-world problems, and to transform their career paths.

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THROUGHOUT THE SELECTION PROCESS,

team

members distinguished themselves by demonstrating emotional intelligence, effective communication skills, and a commitment to collaboration: individual success or failure is tied to the performance of every other member of the team.

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I would like to explore business modeling and data analytics while working towards problemsolving within healthcare. There is currently considerable academic and professional discussion on how big data can be used to improve the efficiency of healthcare delivery by gaining insights into patients and their contexts. It might be useful

Manasi Agarwal

to investigate the kinds of insights

BS Statistics 2010, MDes 2012

drawn from big data and how they

Design Researcher, Ahmedabad, India

can be meaningfully incorporated into the problem-solving process.

�

I desire to devote myself to providing institutions or organizations with outstanding solutions in the future. I’m hoping to serve corporations/NGOs that provide educational, environmental or cultural solutions or aids and (hopefully) solve even the tiniest world problems.

�

Kuan-Ting Ho BS Industrial Design 2013 Industrial Designer, Taoyuan, Taiwan

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While working for a small consultancy, I learned to accommodate thoughts from users, clients, design teams, and vendors while staying true to my design vision. This experience taught me that the key to design success may not always be about the most beautiful product, but rather the change in mindset you bring to the personnel and leadership of the client organization. Through this program I look forward to reconnecting with the healthcare products and services that were a part of my early career experiences.

Aditi Bidkar

�

BDes Industrial Design 2010 Design Researcher and Strategist, Mumbai, India

I would like to research healthcare-related national institutes or national design institutes/councils, carrying out my social responsibility as both a citizen and designer‌ While service design and its importance are not yet recognized in healthcare, I believe in its potential to impact society and redefine the way we live and help others.

�

Ji Youn Shin BFA Environmental Design 2011, MDes Industrial Design 2013, Graduate Studies in Psychology 2015 Design Researcher, Seoul, Korea

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I have found that designers should focus on people themselves rather than anything else. In order to understand people in-depth, I studied in an anthropology program, which taught me how to design with empathy and learn the stories

Kai Yu

from others. Recently,

BS Industrial Design 2008, MDes 2009,

I co-founded a start-up

MA Anthropology 2014

with friends‌ All these

UX Designer, Dalian, Hong Kong, PRC

experiences strengthen my determination to be a design entrepreneur in the future.

�

I can build understanding and the connections necessary for higher level, collaborative problem solving.

Although my professional label indicates that I am a communication specialist, I am also a generalist. I enjoy vacillating between spectral levels of theory and practice, general and particular, macro and micro, community and individual.

�

Elizabeth Vander Veen BA Speech Pathology and Audiology 2008, MS Speech and Language Pathology 2010 Speech-Language Pathologist, Holland, Michigan

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MDes

Collaborative Studio Students conduct their creative work in a new collaborative space within a 33,000 squarefoot facility that also houses faculty studios, a multi-purpose shop, digital media equipment and large shared working and meeting spaces.

→

THE MDES AREA HAS BEEN DESIGNED TO SUPPORT

collaboration— it is flexible and reconfigurable, with spaces and tools for both group and individual work, as well as a broad range of prototyping processes.

Graduate students also have 24/7 access to large state-of-the-art metals, fibers, ceramics, sculpture, wood, print, digital media, and digital fabrication studios, as well as a range of resources only available at a top research university, such as audio engineering booths, robotic labs, virtual reality studios, specialized libraries, institutes and collections, and much more.

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Stamps Visiting Designers

During the academic year, students have direct access to a wide array of creative innovators who are part of the Stamps Distinguished Speaker Series and the Witt Visitors Program. Visitors meet with graduate students for group or individual discussions.

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→

PA S T V I S I T O R S H AV E I N C L U D E D :

CEO of IDEO Tim Brown Information Designer Richard Saul Wurman Architect and Designer Michael Graves Information Architect Lisa Strausfeld Designer & Activist Emily Pilloton Graphic Designer Paula Scher Architect and Designer Bjarke Ingels Droog Design founder Gijs Bakker Interaction Designer Massimo Banzi Graphic Designer Stefan Sagmeister IBM Design Manager Phil Gilbert Paola Antonelli, Senior Curator, MOMA

Graphic Designer Ellen Lupton

Photo by James Rotz (MFA ‘14)

Temple Grandin, Author and Designer 24

Ann Arbor by the Numbers

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FORBES • 2015

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FORBES.COM • 2014

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L I V A B I L I T Y. C O M • 2 0 1 4

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#4 “Best College Towns for Food and Drink” TH RILLIST • 2015

Ann Arbor and Beyond A N N A R B O R I S C O N S I S T E N T LY R A N K E D

one of America’s best college towns, offering a rich cultural and intellectual life and a vibrant sense of community.

#1 “Most desirable city to live and work for millenials”

Students also benefit from the urban energy and collaborative opportunities of a creative corridor extending from Toronto, through Detroit, to Chicago.

AMERICAN INSTITUTE OF ECONOMIC RESEARCH • 2015

#1

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BUSIN ESS JOU RNALS “ON N UMBE RS” • 2011

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The Stamps Master of Design

(MDes) in Integrative Design FIRST SEMESTER

SECON D SE M ESTE R

Design Studio 1 Inquiry

Design Studio 2 6 (4+2)

Research Methods

3

Design Seminar 1

→

Integration

3

University Elective

3

DESIGN STUDIO 1

SUMMER

Prototyping

Fieldwork Studio 6 (4+2)

6 (4+2)

Design Seminar 2 Design for 21st Century

3

University Elective

3

University Elective

3

is focused on Inquiry.

What is known? What is not known?

→

IN SECOND SEMESTER, DESIGN STUDIO 2

centers

on prototyping. It’s about taking what we’ve

Who do we know? Where is the opportunity?

learned from the first semester and trying to

The cohort will be exploring the territory and

deploy it. We want to capture some information

looking for open areas where contributions

and data about how our ideas operate in the

can be made.

world. What works well? What needs to be fixed?

This is backed up by Design for the 21st Century,

That effort is supported by the Research

a design seminar that explores this new program

Methods and the Integration Design Seminars

in Integrative Design and how it operates in the

that delve into the resources of the University

world. How is it different? And why?

and beyond. How do other researchers go about doing their work? What can we contribute to that? What are we integrating?

How are we going to integrate it?

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MDes students complete

The MDes curriculum includes

15 credits each semester of the first year,

both design education and engagement training.

6 credits of fieldwork in the summer and 12

Within the structure of the umbrella topic, the

credits each semester of the second year for

first year is focused on Identifying the problems

a total of 60 credits at the completion of the

and the second year on proposing solutions.

two-year program.

THIRD SEMESTER

FOURTH SEMESTER

Thesis Project

Design Studio 3 Co-creation

6 (4+2)

Thesis Prep

9 (6+3)

3

Design Seminar 3 Professional Practice

→

3

THE SUMMER FIELDWORK STUDIO

University Elective

3

This is backed up by Thesis Prep, which hones

takes the

things that we’ve learned and the ideas that

in on tackling the research that is necessary to

we’re exploring and moves them into different

undertake the project.

contexts. For example, we might start our

→

summer as part of a collaborative pop-up studio

Professional Practice looks toward the future,

with another university design graduate cohort,

when you'll have your Masters of Integrative

then move to working in a corporate context,

Design. How do you make a case for having

and then to working in a small consultancy. It’s

such a unique qualification? What are the

all about integrative design- trying out different

opportunities? What will the ladder be post-

models in different contexts.

graduation?

THIRD SEMESTER

is the ramp-up towards the

thesis. The Co-creation Studio focuses on

→

FOURTH SEMESTER

is primarily your Thesis

Project. You'll work together, with faculty, and

finding your constituents, your stakeholders,

with your networks to define, refine and present

and your partners; beginning the process of

your thesis to the world.

getting buy-in on the identified opportunity; and actually beginning to build a project.

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Generous

Financial Support The Stamps School offers generous merit-based financial support to all graduate students, from stipends and discretionary funds that offset project expenses to teaching/research assistantships and full tuition waivers.

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→ Apply Now

stamps.umich.edu/mdes-apply

MDes Program Attributes:

Successful applicants will be:

→ substantial experience in integrative design methods and practices

→ proficient in specialized skills they would like to incorporate into an integrative approach

→ involvement with real world clients and stakeholders

→ experienced designers wishing to transform their career path or professionals in other fields who want to transition to a designengaged practice

→ access to hundreds of experts and professionals from across the U-M campus

→ prepared to revise and expand their understanding of research, design methods, and design practices

→ project-based learning → skill building in research-led design and design-led research methodologies → collaborative studio in the Faculty/Graduate Student Studio Building

→ interested in a collaborative, design-centered approach to solving complex problems

→ access to the facilities and resources of a toptier research university → generous funding opportunities (full or partial)

FOLLOW US ON: FAC E BOO K → facebook.com/umartanddesign

TWITTER → twitter.com/UM _ Stamps

TUMBLR → umstampsschool.tumblr.com

I N S TA G R A M → instagram.com/umstamps

C O N TA C T U S :

Penny W. Stamps School of Art & Design • 2000 Bonisteel Blvd, Ann Arbor, MI 48109-2069 734 764 5247 • stamps-mdes@umich.edu • stamps.umich.edu/mdes

MDes Program Director

Editor

Design & Art Direction

John Marshall

Kate West

Carl Greene

University of Michigan Regents

Nondiscrimination Policy Statement

Mark J. Bernstein, Ann Arbor

The University of Michigan, as an equal opportunity/

religion, height, weight, or veteran status in employment,

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affirmative action employer, complies with all

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applicable federal and state laws regarding

Inquiries or complaints may be addressed to

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nondiscrimination and affirmative action. The

the Senior Director for Institutional Equity, and

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University of Michigan is committed to a policy

Title IX/Section 504/ADA Coordinator, Office of

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of equal opportunity for all persons and does not

Institutional Equity, 2072 Administrative Services

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discriminate on the basis of race, color, national

Building, Ann Arbor, Michigan 48109-1432, 734-

Katherine E. White, Ann Arbor

origin, age, marital status, sex, sexual orientation,

763-0235, TTY 734-647-1388. For other University

Mark S. Schlissel, ex officio

gender identity, gender expression, disability,

of Michigan information call 734-764-1817.

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The Stamps

MDes in Integrative Design → Learn more: stamps.umich.edu/mdes

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