This Copy Is for Staff Use Only
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Schedule of Award Title Abbreviations
Award Abbreviation Associate Degree in Applied Science AssocDeg(AppSc) Associate Degree in Applied Science (Information Technology) AssocDegAppSc(IT) Associate Degree in Aviation (Professional Pilots) AssocDegAvn(ProfPil) Associate Degree in Business AssocDegBus Associate Degree in Design (Furniture) AssocDegDes(Furn) Associate Degree in Engineering Technology AssocDegEngTech Associate Degree in Engineering Technology (Advanced Manufacturing) AssocDegEngTech(AdvMan) Associate Degree in Engineering Technology (Civil Engineering) AssocDegEngTech(CivEng) Associate Degree in Engineering Technology (Civil) AssocDegEngTech(Civ) Associate Degree in Engineering Technology (Design and Development) AssocDegEngTech(Des&Dev) Associate Degree in Engineering Technology (Electrical/Electronics) AssocDegEngTech(ElecElect) Associate Degree in Engineering Technology (Mechanical) AssocDegEngTech(Mech) Associate Degree in Engineering Technology (Network Engineering) AssocDegEngTech(NetEng) Associate Degree in Engineering Technology (Network) AssocDegEngTech(Net) Associate Degree in Engineering Technology (Systems and Logistics) AssocDegEngTech(Sys&Log) Associate Degree in Fashion and Textile Merchandising AssocDegFash&TextMerch Associate Degree in Fashion Design and Technology AssocDegFashDes&Tech Associate Degree in Graphic Design AssocDegGrDes Associate Degree in Graphic Technology AssocDegGrTech Associate Degree in Health Sciences AssocDegHSc Associate Degree in Information Technology AssocDegInfoTech Associate Degree in Information Technology (System -
Quantitative Computational Experiment (Qce): an Alternative Post-Positivist Experimental Research Strategy of Inquiry for Design Studies
QUANTITATIVE COMPUTATIONAL EXPERIMENT (QCE): AN ALTERNATIVE POST-POSITIVIST EXPERIMENTAL RESEARCH STRATEGY OF INQUIRY FOR DESIGN STUDIES 1ALI GHAFFARIANHOSEINI, 2RAHINAH IBRAHIM, 3JOHN TOOKEY, 4AMIRHOSEIN GHAFFARIANHOSEINI 1,3School of Engineering, Faculty of Design and Creative Technologies, AUT University, Auckland, New Zealand 2Faculty of Design and Architecture, University of Putra Malaysia (UPM), Malaysia 4Department of Geography, Faculty of Arts and Social Sciences, University of Malaya (UM), Malaysia E-mail: [email protected] Abstract- One of the most important aspects for development of valid results in academic research is selection of the appropriate research methodology. Contemporary research in design studies confronts the rapid expansion of emerging high- tech trends. Correspondingly, an adapted research methodology is required to meet the needs of current circumstances. This paper articulates employment of a quantitative computational research methodology for design studies. The research framework, implementation and validations are expressed in details. Computational charrette test method and computational emulation reasoning and representation are incorporated in order to validate the discussed research methodology outputs. In summary, the developed research methodology is articulated in details to enable further exploitations in academic research and practices. Index terms- Quantitative Computation Experiment (QCE); Social Science Research; Design Cognition; Research Methodology; Design Studies I. INTRODUCTION artificial intelligent-based expert systems to better understand/perform the design process [17-19]. One of the most important aspects for development of Generally, QCE is applied in order to advance design valid results in academic research is selection of the computing and cognition [20] core progress by appropriate research methodology [1-6]. This paper understanding the way researcher/designer thinks/acts elaborates on an alternative method for putting into [21]. -
Open Design Education: Addressing Accountability in the Age of Computing Açık Tasarım Eğitimine Doğru: Hesaplama Ve Hesap Verebilme
ARTICLE MEGARON 2020;15(3):343-349 DOI: 10.14744/MEGARON.2020.32650 Open Design Education: Addressing Accountability in the Age of Computing Açık Tasarım Eğitimine Doğru: Hesaplama ve Hesap Verebilme Desantila HYSA,1 Mine ÖZKAR2 ABSTRACT Attitudes complement knowledge and skills but are often overlooked as assessable competencies in higher education. In architectural design curriculum, attitudes are especially relevant in order to ensure the training of responsible designers. As humanistic and environ- mental approaches are increasingly at the forefront, the studio cultures of the schools seek to cultivate collaborative and participato- ry skills on individual creativity. The parallel acclaim of computational methods expounds the reasoning processes of design and new opportunities arise for open and liable cultures of design. However, the task of connecting these methods to a broader competency in design is still not fulfilled. This paper provides an interdisciplinary context for accountability as an attitude in design education and a conceptual framework for implementing and assessing it through computational methods. It argues that computation in early-design education, in the form of shape rules and devices of visual computing, is supportive in instilling reflective attitudes by promoting knowl- edge sharing with accountability among learners. Keywords: Collaborative design; computational design; ethics; first-year design education; reflective practice. ÖZ Yükseköğretimde öğrenim çıktıları olarak bilgi ve becerileri tamamlayan tutumlar, -
Design, Architecture and Building Undergraduate Courses 2022
Design, Architecture and Building Undergraduate Courses 2022 No. UTS ranked Australia’s #1 young◆ 1uni Welcome to the Faculty of Design, Architecture and Building Contents UTS at a glance 02 Why design, architecture and building at UTS? 33,752 Undergraduate enrolments 10,208 Postgraduate coursework 03 Design 2199 Higher degree research 04 Bachelor of Design in Animation UTS student diversity 05 Bachelor of Design in Fashion and Textiles 29% are 25 or older 06 Bachelor of Design in Product Design 49% are female 07 Bachelor of Design in Visual Communication 50% were born outside of Australia 08 Architecture Please note the above numbers are approximates as of 09 Bachelor of Design in Architecture January 2020. 10 Bachelor of Landscape Architecture (Honours) 11 Bachelor of Design in Interior Architecture 12 Built Environment 13 Bachelor of Construction Project Management 14 Bachelor of Property Economics 15 Combined Degrees 15 Bachelor of Creative Intelligence and Innovation 15 Bachelor of Arts in International Studies 16 Degree add-ons 17 Applying to UTS Connect with us 17 How to apply 17 Admission schemes UTSDAB 17 Admission pathways UTSDAB 17 Scholarships 17 Fees and financial assistance Acknowledgement of Country UTS acknowledges the Gadigal People of the Eora Nation, the Boorooberongal People of the Dharug Nation, the Bidiagal people and the Gamaygal people upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands. 1 Faculty of Design, Architecture and Building Why design, architecture and building at UTS? Our students are creative and critical thinkers, connected with the best the world has to offer. -
Why Design a Guide to Studying Design in Ireland Architecture Art
Architecture Why DesignArt & Design Education A guide to Craft Design studying design Fashion Design in Ireland Furniture Design Graphic Design/ Visual Communication Industrial Design/ Product Design Interior Architecture Interior Design New Media/ Multimedia Textile Design Institute of Designers in Ireland Foreword There are many different possibilities for students who wish to study design in Ireland. Whether you are interested in graphics, crafts, fashion or interiors, you can choose from a number of different courses. Most of the courses detailed are applied for through the CAO system (ask your teacher or guidance counsellor for details) while others can be applied for directly to the colleges. You are advised to contact the colleges directly to ask about admission procedures, portfolios and interviews, which may form part of the selection process. Much information can also be gleaned by exploring college websites. Sometimes it’s difficult to know what exactly a course will entail, especially if you have not studied the subject before. You should ask your art teacher and your guidance counsellor for their advice. Try to visit any college you are interested in, attend open days and email queries to the college admissions departments, who can send you out an information pack. Design courses offer many different creative career possibilities. However, all courses involve hard work and dedication in order to achieve the best possible future in design. Good luck in your future. 01 Studying design in Ireland Architecture The following pages hope to help you to better understand what specific areas of design are Art & Design Education and to inform you about different design courses on offer. -
Bachelor of Design Foundation Course SEMESTER I Sr
Bachelor of Design Foundation Course SEMESTER I Sr. Th Pr Subject TC Hours Internal External Total No. C C Th Pr Th Pr Drawing and Sketching 100 marks continuous 1 4 - 4 120 100 (c) evaluation Environmental Studies 2 4 4 - 60 25 75 100 (c) Fundamental of Design 3 4 2 2 90 25 25 50 25 100 (c) 25+25=50/2=25 4 Communication Skills (c) 4 3 1 75 15 10 60 15 100 History of Art & Design 5 4 3 1 75 15 10 60 15 100 (c) 20 500 SEMESTER II Th Pr Sr. No. Subject TC Hours Internal External Total C C Th Pr Th Pr 1 Art Appreciation (c) 4 3 1 75 15 10 60 15 100 Technical Drawing- 100 marks continuous 2 4 - 4 120 100 Foundation (b) evaluation 3 Advance Design (c) 4 2 2 90 25 25 50 25 100 25+25=50/2=25 100 marks continuous 4 Material Studies (b) 4 - 4 120 100 evaluation Computer Application 100 marks continuous 5 4 - 4 120 100 for Design evaluation 20 500 Fashion Design SEMESTER III Sr. Subject TC Th C Pr C Hrs Internal External Total No. Th Pr Th Pr Fundamentals of Illustration & 1 4 0 4 120 100 marks continuous evaluation 100 Design Concept 2 Introduction to Pattern Making 4 0 4 120 100 marks continuous evaluation 100 Introduction to Garment 3 4 0 4 120 100 marks continuous evaluation 100 Construction 4 Introduction to Textile 4 4 0 60 25 75 100 History of fashion (Indian & 5 4 4 0 60 25 75 100 Western) and women's studies TOTAL 20 500 SEMESTER IV Sr. -
Strategies for Assessing the Responsiveness of Design Programs to the Context of Practice
Thank you all for coming to this presentation on major futures issues for institutions. The NASAD Working Group on NASAD working group the Future of Design and Design Education has been meeting for several years to address the issue of the future direction of design and design education. I’m Karen Hughes, from the University of Cincinnati, and have been honored to work with my esteemed colleagues: Eric Anderson, Carnegie Mellon University The Future of Design and Design Education Meredith Davis, North Carolina State University Susan King Roth, Virginia Commonwealth University Strategies for assessing the responsiveness and David Weightman, Univ of Illlinois, of design programs to the context of practice Urbana Champaign Working group members: Karen Monzel Hughes, University of Cincinnati, Chair Eric Anderson, Carnegie Mellon University Meredith Davis, North Carolina State University Susan King Roth, Virginia Commonwealth University David Weightman, University of Illinois/Urbana-Champaign October 2011 Slide 1 Many of you probably attended our session at last’s year’s National Meeting in Cincinnati, in which we reported our findings NASAD working group and made recommendations. Today we will take that a step further and talk about strategies for assessing the responsiveness of design programs to the context of practice. Building upon that information presented last year, we will present a set of questions we hope design educators and administrators will ask themselves as they develop curricula for the future. We will illustrate with examples of how various design schools have addressed these questions, in hopes of sparking recognition of how you might implement changes in your own Design curricula. -
Prospectus-2021.Pdf
2021 ADMISSIONSAdmissions for Artisans/Children of Artisans Message from Chairman The National Institute of Fashion Technology welcomes you partake in a shared vision for the future. Our students are equipped with the latest information in innovation and technology in the entire value chain of design and fashion. They are encouraged to respect the rich Indian Heritage, and derive the best from our way of life, and our own traditional arts and handicrafts. We take incredible pride in instilling ethical values in our students that have gone on to make a mark, and have positively influenced the industries we serve and our society in general. NIFT has continuously strived to adopt the global standards in fashion education by aligning its teaching methods to interactive and evolving education systems, aimed at creating a unique learning experience that blends heritage, cultivates aesthetic virtuosity in an environment of freedom of inquiry and cognition. The revamped curriculum focuses on multidisciplinary learning, to the students to solve real life challenges but also facilitate them to carve out new and unique paths for themselves. application - in addition to celebrating diversity and fostering inclusivity, sensitising students to cultural and social contexts, which is vital in personality building and develops individuals as change agents in the society. The alumni of NIFT are recognised as adept professionals in a myriad of creative fields, and their success stories are a source of pride for the institute. Industry- Academia interfaces throughout the course provide a cutting-edge learning experience to our students. The Industry oriented learning environment through internships and Graduation projects allows for real time learning for the students. -
Industrial Design at the University of Botswana: Designing Designers As If Botswana’S Setting Matters
Industrial Design at the University of Botswana: Designing Designers as if Botswana’s Setting Matters Samuel Khumomotse Lecturer (Design & Technology) Faculty of Engineering & Technology University of Botswana P/Bag 0061, Gaborone, Botswana Tel: (267)355 4316Fax: (267) 352 309, Email: [email protected] Abstract The University of Botswana is proposing to introduce an undergraduate degree program in Industrial Design. It is inevitable that a new program must have local relevance while not loosing touch with the global realities. This paper discusses the need for the course, the proposed program structure and its rationale within Botswana’s social, economic and industrial setting. The submission discusses global factors that were considered in designing the program. It also highlights the implementation plan in terms of student enrolment and their exits profile, staff, resources both existing and projected, and industry collaboration. The article would be of use to policy makers, Industrial Design academics and design professionals who would like to understand how to design new courses in context. The paper arrives at an inevitable conclusion that the aim of the program is to produce designers who will operate efficiently within Botswana’s peculiar environment. (140) Keywords Industrial Design Design Education Industrial Design Curriculum Design Education Context Botswana Industrial Design Bibliographic Note Samuel Khumomotse, B.Ed (D&T) is a Lecturer in Design & Technology at the University of Botswana and coordinator of the proposed undergraduate Industrial Design programme. He holds a Master of Design Degree from the University of Technology Sydney, Australia and a Bachelor of Education in Design and Technology from the University of Botswana. -
Ryangibboney.Com RYANGIBBONEY @Firehoot VISUAL DESIGNER + EDUCATOR Ryangibboneydesign
814–502–3700 [email protected] www.ryangibboney.com RYANGIBBONEY @firehoot VISUAL DESIGNER + EDUCATOR ryangibboneydesign EDUCATION Masters of Fine Art in Visual Communications Design \\ December 2013 Purdue University – West Lafayette, IN \\ Summa Cum Laude, GPA: 3.95 Bachelors of Fine Art in Graphic Design \\ August 2008 Savannah College of Art and Design – Savannah, GA \\ Magna Cum Laude, GPA: 3.72 Renaissance Masters: Innovators of Italian Styles Off Campus Seminar – Italy \\ June 2008 Savannah College of Art and Design off campus study abroad program. Received the Neely Elizabeth Toohill Memorial Scholarship for studying abroad. Trip included stud- ies in Rome, Pienza, Sienna, Florence, Bologna, and Venice over a four week period. Associate in Specialized Technology in Graphic Design \\ July 2003 Pittsburgh Technical Institute – Pittsburgh, PA \\ Magna Cum Laude, GPA: 3.93 ACADEMIC APPOINTMENTS Instructor of Integrated Media Arts \\ Fall 2015 - Present Integrated Media Arts Department, Juniata College – Huntingdon, PA Taught an 18 credit load under a 1 year fixed term position. In addition to course work, worked with students to create Practicum Projects focused on Adobe Creative Cloud programs in addition to supervising local internship students focused on web design and social media marketing. Courses Taught: IM110: Principles of Digital Media IM275 Integrated Media Arts Lab IM276: Integrated Media Arts Lab II IM360: Digital Video Production IM399: Digital Video Production II IT341: Web Design Instructor of Graphic Design \\ Spring 2015 Graphic Design, College of Arts and Architecture, Penn State University – State College, PA Instructed and developed projects, exercises, schedule, lab and studio lectures, and lesson plans for the freshman-level graphic design course: GD102: Introductory Design Studio. -
A Y 20 20 -2 1
AY 2020-21 About AnantU Anant National University (AnantU), India’s first Design University, is located in an expansive, lush green campus in the World Heritage City of Ahmedabad. It was established as a private university in 2016 by an Act of Legislature of the State of Gujarat. AnantU aims to bridge the gap between contemporary socio- economic challenges and sustainable solutions through design thinking. Its widely acclaimed, international and national faculty facilitate a holistic design education with a liberal arts perspective. The academic experience at the University focuses on developing the self, while simultaneously building domain expertise and providing industry exposure. AnantU offers full-time programmes at undergraduate and postgraduate levels. Need-based scholarships are available for all programmes. Why Design? It is estimated that India will require about 62,000 designers by 2020* to solve the various socio-economic and ergonomic problems it faces today. However, as of 2016, there were only 7,000 qualified designers and 5,000 design students in the country. AnantU aims at filling this gap by providing high-quality design education and inspiring the youth to develop sustainable solutions. Anant National University firmly believes that designers can work across sectors and find creative solutions to some of the most critical problems of today. Hence, in addition to the academic discourse and hands- on experience, AnantU focuses on building foundational competencies of empathy, communication, collaboration, critical thinking and personal leadership among its students to prepare them to solve global challenges. *source : https://www.britishcouncil.in/sites/default /files /the_future_of_design_education_in_india.pdf Why Ahmedabad? The world is changing, and the markets and regions of innovation are shifting from the developed nations to the developing ones where design thinking is strongly rooted in the cultures present. -
Ellen Yi-Luen Do
Ellen Yi-Luen Do ATLAS Institute, 1125 18th Street, 320 UCB, University of Colorado Boulder, Boulder, CO 80309-0320, USA http://atlas.colorado.edu [email protected] EDUCATION 1992 -- 1998 Ph.D. Georgia Institute of Technology, USA Major: Design Computing & Design Methods, Minor: Cognitive Science & Computer Science Dissertation: The Right Tool at the Right Time – Investigation of Freehand Drawing as an Interface to Knowledge Based Design Tools Dissertation Committee: Craig M Zimring, Mark D Gross, Jean D Wineman Reading Committee: Janet L Kolodner, Francis D.K. Ching 1990 -- 1991 Master of Design Studies, Harvard University, Graduate School of Design, USA Design and Computing Advisor: William J Mitchell 1983 -- 1988 Bachelor of Architecture (Honors), National Cheng Kung University, Taiwan, ROC Minor in Urban Planning Design Thesis: A Spatial Constitution of Contemporary Settlers Community – The Case of Aboriginal Ami Tribe Dwelling in Pachiemen District, Keelung City (Thesis Award) Thesis Advisor: Ming-Hung Wang PROFESSIONAL EXPERIENCE 2017 – present University of Colorado Boulder Professor, Director of Partnerships & Innovation, ATLAS Institute [http://www.atlas.colorado.edu/] Department of Computer Science, College of Engineering & Applied Science Courses on Fundamental of Human-Computer Interaction for Computer Science (CS), Computing, Creativity and Design Cognition (CCDC), and Capstone II for the Technology Arts and Media (TAM) program, Design Methods & Making for MS program in Creative Technology & Design (CTD), Fundamental