ID'S FUTURE

Our research goal was to create a body of knowledge about diverse student experiences to present to ID leadership. Our goal was to represent a multiplicity voices by researching different kinds of students: domestic and international, across different degree programs (MDes, Foundation, English foundation, MDM, MBA dual degree).

Key words: primary research, interview, card sorting, journey map, research analysis, thick description

RESEARCH REPORT

DATA COLLECTION

For the time-based Journey Map portion of the research assignment, we narrowed our research focus to the first semester curriculum experience for MDM students. We used convenience sampling by recruiting fellow students who were available and on-campus. We approached students in the studio, DIY style. We requested to interview them for a class project. We relied on intrinsic rewards for our subjects of being heard, and the good will of contributing to the future of the Institute of Design. Participants also expressed the intrinsic reward of increased self-awareness through introspection. We interviewed 9 students. We recruited for a sample of students representing diversity across degree program, nationality, professional background, gender, and age (in order of consideration). We interviewed only currently-enrolled students. We did not interview PhD students.

CARD SORTING

JOURNEY MAP

THICK DESCRIPTION

RESEARCH ANALYSIS

We use affinity map to help us analyze the data we collected. We found In making choices about their education, students felt most supported by one-to-one advisor-type relationships, through faculty advisors but also through older students and staff. Students expressed lack of support from mass communication channels such as course descriptions, course schedule, information on prerequisites, etc. Students expressed confusion and frustration on the topics of time expectations, work expectations, outcome expectations, prerequisites vs. recommended previous courses, and so on. Students felt time was wasted during mandatory Orientation Week. Students were eager to begin learning during Orientation Week.

INSIGHTS CLUSTERING

DESIGN SOLUTIONS

Clear one-to-many communication of curriculum structure, how classes relate to each other, and course expectations. Proposed solutions: 1. Diagrammed communication of course types and relationships to aid in academic exploration and understanding of course overlaps, updated each semester. 2. Diagrammed communication of sequential parts of curriculum and key prerequisites, updated each semester. 3. Standardized syllabus for each class from faculty, communicating course information, time expectations, deliverables and outcomes, and prerequisite knowledge.

Orientation Week time as an opportunity for educational “front-loading.” Proposed solutions: 1. Design bootcamp: Faculty teach surveys of key topics and skill-building both to familiarize students with design culture, and to prepare students for success in classes.