Open: NCIIA 14th Annual Conference

Bayer Material Science and Carnegie Mellon University's Industrial Design Program joined together to forecast new material technology applications in specific markets. Though industry and educational collaboration is not unique, it is the problem set of appropriate design ideation for particular material technology and the innovative design process that provides a rare combination of results. The use of macro future trends research and small scale qualitative action research proved to be effective methods for building new conceptual ideas for next-step supplier applications. This paper will present a product design studio case of higher education and a global material supplier developing methods to integrate and collaborate toward common goals. The process of using different and divergent multi-method research approaches to provide insight and concept confirmation will show how a curricular model can coincide with industry needs.

In the world of design education, students often have strong ambitions to become entrepreneurs in capacities ranging from self-employment to manufacturing their own products. Educators have armed students with tools they need to become competent industrial design professionals but fall short in readying them for opportunities in entrepreneurial ventures. This session will focus on new curriculum components that target the preparation of students for opportunities in self-employment and other entrepreneurial activities. These components enable students to hear real world case studies and apply them to their particular aspirations. The end goal is to arm students with knowledge and foresight when pursuing entrepreneurial careers or when an entrepreneurial opportunity arises.

One of the inherent dilemmas regarding the teaching of innovation is that if we, as teachers, become too prescriptive or recipe-oriented with our assignments and lectures, we run the risk of missing the very essence of innovative thinking. How do we teach a subject that really can't be taught in the same formal manner as a language or science course? The answer lies in the teacher's ability to not be overly restrictive and create an environment conducive to innovative thinking. What is this environment and what kind of tools and activities help students tap into the part of their brain that allows for innovation? The author describes various tools and activities he has used in his industrial design studio to promote innovation amongst his students. The most powerful of these is the activity of tinkering, and is the focus of this session.