Product Design in Innovation

这一建议解决了发展产品设计教育所需的未来福祉，我们的社会和环境的问题。基于我们以前在学校边界的工作，我们认为挑战是整合三种专业知识作为产品设计教育的平等组成部分：技术，社会/文化和美学。这个跨学科项目正在完成RPI产品设计和创新计划（PDI）的开发，该计划授予工程科学（ES）和科学，技术和社会（STS）的双学位。 PDI的核心是学生每学期参加的设计工作室。 设计工作室整合了ES和STS课程以及艺术和建筑设计所需的元素。该项目的目标是，具体来说，通过一系列为期三周的，为十五名教师夏季会议开发这些工作室。每年夏天，教师将进行必要的研究学习和教学，然后设计下一学年的两个工作室，以及重新设计上一学年的两个工作室。我们现在是在试点年，这一系列的夏季会议将用于开发所有八个工作室。该项目正在接触到其他机构，邀请八名专业设计师在项目的三个完整学年期间短暂居住在我们的工作室。这将有助于确保由此产生的校际，多学科的产品设计教学法将与全国各地的许多同事分享。这个项目的受众是正在学习PDI的学生，教授其工作室的教师，以及最终将在其机构参与类似工作室的教师和学生，但也间接地影响了所有将受到新设计教学法影响的人。许多来源和学术计划对塑造这个项目产生了影响。 其中包括：（1）ABET 2000标准（2）Louis Bucciarelli，“Designing Engineers，”（麻省理工学院出版社，1994年）（3）克莱夫·戴姆，“工程设计”，（剑桥大学出版社，1994年）（4）加拿大渥太华卡尔顿大学的工程设计方案，特别是两门课程：工业设计分析，和产品的情境性（5）马里兰州大学的“宝石”项目，特别是名为工程设计概论的课程，（6）麻省理工学院的一套3门课程，特别是制造企业的产品开发，以及综合研究计划（7）格鲁吉亚理工学院建筑学院的工业设计计划（8）伍斯特理工学院的互动资格认证项目和主要资格认证项目（顶点活动），要求所有学生

This proposal addresses the problem of developing the kind of product design education required for the future well-being of our society and environment. Based on our previous work across school boundaries, we believe the challenge is to integrate three kinds of expertise as equal components of product design education: the technical, the social/cultural, and the aesthetic. This interdisciplinary project is completing the development of the RPI Product Design and Innovation Program (PDI), which awards a dual degree in Engineering Science (ES), and Science, Technology, and Society (STS). At the heart of PDI is the design studio that students take every semester. The design studio integrates the ES and STS curricula as well as the required elements of art and architectural design. The project aims, specifically, to develop these studios through a series of three week-long, summer sessions for fifteen faculty members. Each summer the faculty will conduct the necessary research on learning and teaching, and then design the two studios for the following academic year as well as redesign the two studios for the previous academic year. We are in the pilot year now, and this series of summer sessions will be used to develop all eight studios. The project is reaching out to other institutions by inviting eight professional designers to be in residence in our studios for brief periods during the three full academic years of the project. This will help to ensure that the resulting inter-school, multidisciplinary product design pedagogy will be shared with numerous colleagues across the nation. The audience of this project is the students who are taking PDI, the faculty who are teaching its studios, and the faculty and students who will eventually participate in similar studios at their institutions, but also, indirectly, all the people who will be affected by the new design pedagogy. A number of sources and academic programs have been influential in shaping this project. Some of these are: (1) The ABET 2000 standards(2) Louis Bucciarelli, "Designing Engineers," (MIT Press, 1994)(3) Clive Dym, "Engineering Design," (Cambridge University Press, 1994)(4) The engineering design program at Carleton University in Ottawa, Canada, particularly two courses: Industrial Design Analysis, and Contextual Nature of Products(5) The "Gemstone" Program at the University of Maryland, especially the course called Introduction to Engineering Design,(6) A set of 3 courses at MIT, particularly Product Development in Manufacturing Firms, and the Integrated Studies Program(7) The Industrial Design Program in the College of Architecture at Georgia Institute of Technology(8) The Interactive Qualifying Project and the Major Qualifying Project (a capstone activity) at Worcester Polytechnic Institute, required of all students