IN-PERSON Prague Research & Teaching Conference

Abstract

This paper details the inclusive efforts to revise a modern design curriculum, providing a comprehensive overview of the interdisciplinary and collaborative approach taken by design educators and administrators at a major university. The primary focus is on creating a curriculum that is accessible and relevant to students from diverse academic backgrounds, including those without prior design experience. The revision process was guided by an inclusive pedagogical framework that emphasizes three key design foundations: Intent and Opportunity, Ideation, and Implementation. Each foundation incorporates specific tools, methodologies, and design approaches aimed at fostering a holistic, user-centered, and interdisciplinary learning environment. The paper discusses the motivations behind the curriculum revision, highlighting the need to address the evolving demands of the design profession and the diverse interests of the student body. It outlines the steps taken to integrate non-design students into the design program, ensuring that the content is engaging and comprehensible to all participants, regardless of their previous exposure to design concepts. The paper also explores the challenges encountered during the revision process, such as balancing the needs of design and non-design students, aligning the curriculum with industry standards, and ensuring that the program remains flexible and adaptable to future changes in the field.