A small sampling of student work from the University of Cincinnati, and Savannah College of Art and Design.
While a University of Cincinnati co-op student, Chris led the concept development for Ingersoll Rand’s flagship line of Industrial Impact drills. Chris went on to also intern at Sea Ray Boats and Astro Studios, eventually accepting a fulltime position with Astor upon graduation.
TJ Manion held co-op positions with Nottingham-Spirk, The Step 2 Company, Eleven, and Brook Stevens. While at Step 2, TJ designed the Naturally Playful Sand & Water Activity Center - selected by Baby.com as one of the 10 Hot Toys for Babies and Toddlers from Toy Fair 2004.
Rising strongly through internships at Cincinnati, Laura worked with the Dakota Watch Company, New Balance Shoes, Puma, and Astro Studies. While at New Balance, Laura’s Track and Field project was featured in Time Magazine.
While working at HP, I returned to the University of Cincinnati to sponsor a two-quarter design studio. Partnering with Professor Kawanari, I served as a subject-matter expert for the studio. Kristen Beck received the first-place award at the end of the first term for her work on sustainable computing.
Before the release of the iPad, Evan’s unique modular design featured a reversible keyboard featuring a large touchscreen on the back.
During the second term of the sponsored studio, students explored the challenges of emerging markets. Michael’s first-place solution explored the concept of hub computing for space challenge Chinese users - imagine a Nintendo Switch ten years ahead of its time.
Tracy Subisak’s deep look into the ghetto’s of Dharavi, India led her to this unique solution where the computer’s packaging multifunctions as shipping vessel, work surface, and environmental protection.
With the philosophy that affordable doesn’t have be expensive, Ed Mangum’s Duo concept for India combines technology with clean design and regionally inspired fashion designs.
Recruited by SCAD to teach graduate level, interdisciplinary courses within the School of Design on design thinking, facilitating innovation through co-creation, contextual research, creative thinking, business strategy, and leadership – both on-ground and through SCAD eLearning.
Drawing is the core skill with which designers create, communicate, and collaborate. In order to have a commanding presence in interdisciplinary collaborative sessions, the design manager must be proficient in drawing and diagramming in front of a group of people.
At SCAD, students are learning to effectively summarize issues; empowering and extracting ideas from teams; and fostering collaboration through shared imagery.
The final project in Idea Visualization is the culmination of skills learned during the term - storytelling, graphical communication, and fostering alignment and collaboration through shared imagery.
Exploring various aspects of innovation and triggers such as culture, environment, teamwork, adversity, intuition, and ingenuity – students apply their finding toward the development of a personal definition of innovation and the role design management plays in creating the potential for innovation to occur.
Preparing students to lead teams in the envisioning of new ideas and solutions, Facilitating Creative Thinking helps students to develop skills in framing, imaging, and group interaction as they apply the process of design conceptualization outside of the familiar studio domain.
Working with local organizations, students acquire experience facilitating live workshops - working with non-designers to drive design thinking and innovation.
Non-designers learn a proficiency with 2-D and 3-D digital tools to document and convincingly communicate ideas essential for the artist and designer in a wide range of creative careers.
In this final capstone studio, M.A. students apply all previously acquired skills to develop a truly sustainable product, building, environment, or service concept that addresses all aspects of the development process. Students integrate a closed-loop system and demonstrate the understanding of the interdependence of the four E’s (Ecology, Economy, Equality, and Education).
This course presents ethnographic research techniques such as interviewing, focus groups, contextual inquiry, surveys, questionnaires, and the creation of novel research methods necessary to conduct relevant and useful research.
During this rigorous capstone project in the management of a complex design process, the student demonstrates the mastery of the issues, methods and tools of design management. Based on a topic developed by the student, the outcome of the design process is manifested in a tangible artifact that satisfies the needs of the customer, market, producer and organization.
In this course, students demonstrate their control of the design process and the resolution of conflicting issues related to innovation.