1 MDes in Integrative Design
Jul 23, 2016
1
MDes in Integrative Design
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Classic examples of wicked problems include:
Global Climate Change
Healthcare
Education
Pandemics
CleanWater
T e r r o r i s m
E N E R G Y
wa s t e
Surveillance
Human
Rights
Political issues
Natural Disasters
Economic issues
poverty
Environmental issues
The Stamps
MDes inIntegrativeDesignThe Stamps MDes in Integrative Design aligns graduate education with the best in emerging professional practice, dissolving traditional professional and educational silos in an integrated approach to problem-solving.
T H I S R E V O L U T I O N A R Y P R O J E C T- B A S E D P R O G R A M B R I N G S
together working teams of graduate design students with
university and industry professionals over a two-year period to
engage complex societal problems that require development of
new knowledge and integrative design solutions.
E A C H C O H O R T W I L L F O C U S O N O N E U M B R E L L A P R O J E C T.
Within this overarching framework, the group may address
existing problems or identify yet-to-be-defined issues for
work and research.
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↗ ↘ ↘ ↘ ↙ ↙ ↙8 MDes candidates
2 years
1 wicked problem
a new graduate programin integrative design
cros
s-di
scip
linar
y
collaborative
open ended
complexempathic
MDes
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▸ Products (things)
= 20th Century
▸ Platforms (systems)
= Early 21st Century
▸ Product Ecosystems (systems of systems)
= Near Future
Our Approach
At Stamps, we take a cross-disciplinary approach—integrating multiple disciplinary
strategies as the project or problem requires. Flexibility, adaptability, “working with...”,
and “in the service of...” are key.
M U LT I D I S C I P L I N A R Y
→ Multidisciplinarity is a button and
a buttonhole. There are two distinct
things that when brought together
create a third effect—holding
together. There is a dominant partner
—we usually talk about buttons and
overlook the holes.
I N T E R D I S C I P L I N A R Y
→ Interdisciplinarity is a zipper. There
are two distinct things, two facing
rows of teeth that are pulled into
relation by a third thing—the slider.
This slider could be a common value
or goal that temporarily holds the
stakeholders together.
T R A N S D I S C I P L I N A R Y
→ Transdisciplinarity is Velcro®. It
consists of two distinct layers that are
useless without the other. Without the
other side, each makes no sense on
its own. The totality is a new thing in
itself. Velcro can attach at any point.
Other programs:
O R O R
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Integrative Design is a verb
Around the world there are a number of
programs in ‘integrated’ design. The use of
the term “integrated” suggests two primary
characteristics of these programs 1) that design
was once outside of what was important and has
now been assimilated. And 2) that the design
aspect has already happened. It is past tense.
At Stamps, we see design as process oriented—
a way of integrating diverse stakeholders in
envisioning, creating, and achieving common
goals. It is through the act of designing together
that integration happens. It is design as a verb
rather than a noun.”
John Marshall, MDes Program Director
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Moving beyond…
Product
Design as a noun
“I”
to →
Process
Design as a verb
“We”
The Outcomes The goal is to prepare more empathic design leaders—agile, resourceful and process oriented.
G R A D U AT E S O F T H E P R O G R A M W I L L H AV E T W O Y E A R S
experience building cross-disciplinary design skills, working
on client-based, open-ended, and complex problems that
integrate both theory and practice. They will have engaged
deeply in project-based learning and creative collaboration
to prepare them for more ethical and entrepreneurial roles
in today’s unpredictable environment.
MDes graduates will possess a unique set of skills and
capacities that will distinguish them professionally to meet
the growing demands of companies seeking employees with
new and more creative, nimble and team-based capabilities:
→ they will think critically, analyze and engage complex, real-world problems
→ they will find, evaluate, and use appropriate research resources
→ they will understand collective and collaborative approaches to working
→ they will demonstrate effective communication skills
→ they will be prepared to participate in or lead cross-disciplinary teams
→ they will be experienced at exploring environmentally-sound and socially-responsible solutions for projects.
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soci
ally
com
plex
no clear solution
unforeseen outcomes
interdependent & multi-causal involves changing beh
avio
rs
Each Cohort Addresses A Complex Social Issue,
also known as a “wicked problem.” Students
will work collectively and in collaboration with
a broader community of professionals and
stakeholders on projects employing integrative
design methods and practices.
Wicked Problem
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A Wicked ProblemA wicked problem is a social and/or cultural challenge that is difficult or impossible to solve. Solutions are not true-or-false, right-or-wrong, but instead are better or worse. It is multi-causal and socio-culturally complex; it may involve changing attitudes and behaviors and have unforeseen outcomes. And the definition of the problem itself depends on who is doing the defining.
P R O V I D I N G U N I V E R S A L A C C E S S T O C L E A N W AT E R I S A N E X A M P L E
of a wicked problem area that needs to be contextualized, reduced, and
articulated as a manageable problem set. During the design process,
a team might collaborate with lawyers, politicians, theologians,
hydrologists, activists, corporate executives, environmental scientists,
labor unions, physicians, international aid agencies, and processing
plant technicians, as well as a diverse public. In the end, “solutions”—
products, interfaces, processes, graphics, experiences, structures,
etc.— developed with an understanding of the larger system must be
sensitive to the competing demands of broad stakeholders and make a
meaningful contribution to the broader problem.
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Dissecting the Issue:
STEEPV MethodologyIntegrative design starts with a deep inquiry into the issues at hand. The 2015 MDes candidates use a methodological framework called STEEPV — Social, Technological, Economic, Environmental, Political and Values-based — as a lens for which to examine the internal and external factors surrounding the issues of the wicked problem of healthcare.
SocialApproximately 35 percent
(64 million) of working age
Americans either have medical
bill problems or are currently
paying off medical debt.
Source: The Commonwealth Fund
STEEPV Healthcare Snapshot
Values-basedWe believe that individuals deserve health care that is reflective and
respectful of their personal values. Patients deserve to be listened to,
involved in their care plans, and treated as experts of their own experiences.
PoliticalBy 2085, U.S. spending on
medical care will be 100% of
tax revenues and medical-
related debt will outstrip GDP.
Source: Michael O’Donnell,
University of Michigan Health
Management Research Center
EnvironmentalPharmaceutical waste can
be found in trace amounts
in soil and groundwater
throughout the world.
Source: Healthier Hospital Initiative
EconomicThe average cost of a
prescription in 1975 was
$5. The average cost of a
prescription in 2015 is $400.
Source: Stephen Schondelmeyer,
University of Minnesota
College of Pharmacy
TechnicalPreventable medical errors
are the third leading cause
of death in America behind
heart disease and cancer.
Source: Journal of Patient Safety
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2016 Wicked Problem:
21st Century Healthcare& Well-beingWicked problems in healthcare and well-being are some of the most critical issues that we face. In healthcare there are no quick fixes and no simple solutions: aging populations, chronic diseases, and lack of access to comprehensive services are just some of the urgent problems that need to be addressed.
Questions include:
→ How best can we deliver a continuum of care among healers, from doctors to nurse practitioners to dietitians and everything in between?
→ How might we enable patients to be stewards of their own health by making better lifestyle choices?
→ How can we integrate the caregiver, their friends and family as a personal network of care?
→ How can we balance financial challenges, hospital productivity, regulatory standards, and patient satisfaction?
→ How can we improve healthcare through effective product, communication, and interaction design by taking an integrative, human-centered approach?
S TA M P S M D E S I N T E G R AT I V E D E S I G N G R A D U AT E S T U D E N T S W I L L
work with diverse stakeholders to identify and test possible responses
and actions regarding 21st Century healthcare and well-being. In addition
to developing and testing solutions, they will explore the practice of
design including processes of decision-making, collaboration and team
management; the materials and techniques of production; and the
technical and aesthetic requirements of the field.
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We are looking to build a small, effective team of students who are not simply focused on a graduate degree, but rather a real opportunity to leverage the considerable resources of the Stamps School and the University of Michigan to make a change in the way designers work in the world.
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Building a
Design TeamWe are seeking potential students from diverse backgrounds across the spectrum of design disciplines (e.g. product designers, visual communication designers, user-experience designers, and industrial, graphic, and interaction designers) who want to transform their career paths.
W E W I L L A L S O C O N S I D E R qualified candidates with education and
experience related to the wicked problem who have experienced the design
process in a professional setting and wish to expand their knowledge of
design while building on their prior education.
C A N D I D AT E S F O R T H E P R O G R A M must be intellectually curious, self-
motivated, engaged with critical discourse in the discipline, and interested
in the future role of design in shaping everyday life in the 21st Century.
T H E Y M U S T B E willing to critically examine current thinking and prepared
to revise and expand their understanding of research, development, and
design methods and practices.
M E M B E R S O F O U R D E S I G N T E A M will engage in collaborative, design-
centered approaches to solving complex problems. It will be critical
that candidates have specialized skills to integrate with those of other
team members to deliver design solutions that work in specific cultural
and economic contexts.
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MDes U-M
Partnerships
School of Education
The VA Ann Arbor Healthcare System
C.S. MottChildren'sHospital
Corporate Partners
The School of Natural Resources and Environment → The Graham Sustainability InstituteTaubman College
of Architecture and Urban Planning
School of Law
College of Engineering → Material Science and Engineering
→ Mechanical Engineering
→ Biomedical Engineering
→ Center for Entrepreneurship
→ Center for Healthcare Engineering and Patient Safety
College of Literature,Science, and the Arts → Psychology
Stephen M. Ross School of Business → Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies
→ The Center for Positive Organizations
→ Business Administration
→ Technology and Operations
Ford School of Public Policy
School of Information → UMSI Entrepreneurship Program
School of Public Health
Medical School → Department of Pediatrics and Communicable Diseases
→ Environmental Health Sciences
→ Neurology
→ Anesthesiology
→ Ophthalmology and Visual Sciences
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and more… and more…
MDes
engineers
filmmakers
dancers
climatologists
architects
astrophysicists
playwrights
urban planners
musicians
design historians
public policy makers
journalists
microbiologists
nanotechnology researchers
anthropologists
curators
sound engineers
social workers
chemists
ecologists
neuroscientists
botanists
information architects
data analysts
cancer researchers
cognitive scientists
poets
forensic scientists
screenwriters
entrepreneurs
public health experts
3D modeling experts
world-class studios
radiology lab
state of the art digital media labs
multi-camera HD video studios
robotics institute
virtual reality cave
3D printers, routers, and scanners
physical computing studio
materials library
computer and video game archive
nanotechnology institute
industrial knitting machines
map libraries
7-axis robotic fabrication system
large format printers
electronic music studios
24-ft astro-tec dome planetarium
7 U-M museums
artificial intelligence lab
motion capture facility
MRI scanners
museum of zoology collections
anatomy labs
professional audio recording studios
botanical gardens
entrepreneurship clinic
2 Stamps School galleries
121 music practice rooms
dance studios
Gamelan ensemble
1.7 million plants in the Herbarium
marine hydrodynamics lab
U-M ResourcesYou have
Access to…AndCollaborate with…
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S TA M P S M D E S F A C U LT Y For more information about each faculty member
and examples of work visit: stamps.umich.edu/mdes-faculty
John Marshall
Associate Professor
MDes Program Director
Jan-Henrik Andersen
Associate Professor
Sophia Brueckner
Assistant Professor
Roland Graf
Assistant Professor
Franc Nunoo-Quarcoo
Professor
Sun Young Park
Assistant Professor
Brad Smith
Professor
Hannah Smotrich
Associate Professor
Bruce Tharp
Associate Professor
Stephanie Tharp
Associate Professor
Nick Tobier
Associate Professor
Joe Trumpey
Associate Professor
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MDes
Faculty AdvisorsClose working relationships with faculty are a key component of graduate study at Stamps. Each MDes team member is assigned a faculty adviser who serves as a mentor and guide.
L
M
R
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Nick Tobier
▸ landscape architecture
▸ public projects & actions
▸ social entrepreneurship
▸ critical & speculative writing
Sophia Brueckner
▸ UX/interaction design
▸ health and wellbeingtechnology
▸ digital fabrication
▸ generative systems
▸ wearables
▸ design ethics
Roland Graf
▸ architecture
▸ object design
▸ human interface development
▸ interactive installation
John Marshall
▸ digital fabrication
▸ tangible user interfaces
▸ design methods
▸ problem-based learning
▸ cross-disciplinary design
▸ design research & scholarship
Hannah Smotrich
▸ publication design
▸ environmentalgraphic design
▸ community design collaborations
▸ visual identity systems
Jan-Henrik Andersen
▸ electro-mechanicaldurables design
▸ product design
▸ visualizion ofsubatomic particles
▸ sustainable marine farming
▸ 3D rapid prototyping
Sun Young Park
▸ human computer interaction
▸ user experience designand design research
▸ computer-supported cooperative work
▸ health/medical informatics
▸ social computing
Franc Nunoo-Quarcoo
▸ publication design
▸ interface design
▸ exhibition design
▸ design research & scholarship
Brad Smith
▸ anatomy & biomedical illustration
▸ visualization ofcardiovascular development
▸ magnetic resonanceimaging of embryos
▸ animation & design
Bruce Tharp
▸ sociocultural anthropology
▸ mechanical engineering
▸ industrial design
▸ commercial & speculative product design
▸ design entrepreneurship
Stephanie Tharp
▸ design process
▸ interdisciplinary andteam-based design
▸ critical design practices
▸ design research
Joe Trumpey
▸ ecological design
▸ permaculture design
▸ natural materials & building
▸ community baseddesign build
▸ constrained resource design
Faculty offer a broad spectrum of research and professional experiences, serving as the primary support for students in academic planning, advising and addressing challenges.
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The 2015
MDes CohortThe first MDes team offers a global perspective, with experiences and knowledge from across the design disciplines and beyond. All have professional experience. And all share the desire to think critically, to analyze and engage complex, real-world problems, and to transform their career paths.
T H R O U G H O U T T H E S E L E C T I O N P R O C E S S , team
members distinguished themselves by demonstrating
emotional intelligence, effective communication skills, and a
commitment to collaboration: individual success or failure is
tied to the performance of every other member of the team.
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Manasi AgarwalBS Statistics 2010, MDes 2012
Design Researcher, Ahmedabad, India
Kuan-Ting HoBS Industrial Design 2013
Industrial Designer, Taoyuan, Taiwan
I desire to devote myself
to providing institutions
or organizations with
outstanding solutions in
the future. I’m hoping to
serve corporations/NGOs
that provide educational,
environmental or cultural
solutions or aids and
(hopefully) solve even the
tiniest world problems.”
I would like to explore business
modeling and data analytics
while working towards problem-
solving within healthcare. There
is currently considerable academic
and professional discussion on how
big data can be used to improve the
efficiency of healthcare delivery by
gaining insights into patients and
their contexts. It might be useful
to investigate the kinds of insights
drawn from big data and how they
can be meaningfully incorporated
into the problem-solving process.”
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Aditi BidkarBDes Industrial Design 2010
Design Researcher and Strategist, Mumbai, India
While working for a small consultancy,
I learned to accommodate thoughts
from users, clients, design teams,
and vendors while staying true to
my design vision. This experience
taught me that the key to design
success may not always be about
the most beautiful product, but
rather the change in mindset you
bring to the personnel and leadership
of the client organization. Through
this program I look forward to
reconnecting with the healthcare
products and services that were a
part of my early career experiences.”
I would like to research
healthcare-related national
institutes or national design
institutes/councils, carrying
out my social responsibility as
both a citizen and designer…
While service design and
its importance are not yet
recognized in healthcare,
I believe in its potential to
impact society and redefine the
way we live and help others.” Ji Youn ShinBFA Environmental Design 2011, MDes Industrial Design 2013,
Graduate Studies in Psychology 2015
Design Researcher, Seoul, Korea
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Kai YuBS Industrial Design 2008, MDes 2009,
MA Anthropology 2014
UX Designer, Dalian, Hong Kong, PRC
Elizabeth Vander VeenBA Speech Pathology and Audiology 2008,
MS Speech and Language Pathology 2010
Speech-Language Pathologist, Holland, Michigan
I have found that designers
should focus on people
themselves rather than
anything else. In order to
understand people in-depth,
I studied in an anthropology
program, which taught me
how to design with empathy
and learn the stories
from others. Recently,
I co-founded a start-up
with friends… All these
experiences strengthen my
determination to be a design
entrepreneur in the future.”
I can build understanding
and the connections
necessary for higher level,
collaborative problem solving.
Although my professional
label indicates that I am a
communication specialist,
I am also a generalist. I
enjoy vacillating between
spectral levels of theory
and practice, general and
particular, macro and micro,
community and individual.”
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MDes
CollaborativeStudioStudents conduct their creative work in a new collaborative space within a 33,000 square-foot facility that also houses faculty studios, a multi-purpose shop, digital media equipment and large shared working and meeting spaces.
T H E M D E S A R E A H A S B E E N D E S I G N E D T O S U P P O R T
collaboration— it is flexible and reconfigurable, with
spaces and tools for both group and individual work,
as well as a broad range of prototyping processes.
Graduate students also have 24/7 access to
large state-of-the-art metals, fibers, ceramics,
sculpture, wood, print, digital media, and digital
fabrication studios, as well as a range of resources
only available at a top research university, such
as audio engineering booths, robotic labs, virtual
reality studios, specialized libraries, institutes and
collections, and much more.
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StampsVisitingDesigners
During the academic year, students have direct access to a wide array of creative innovators who are part of the Stamps Distinguished Speaker Series and the Witt Visitors Program. Visitors meet with graduate students for group or individual discussions.
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P A S T V I S I T O R S H AV E I N C L U D E D :
CEO of IDEO Tim Brown
Information Designer Richard Saul Wurman
Architect and Designer Michael Graves
Information Architect Lisa Strausfeld
Designer & Activist Emily Pilloton
Graphic Designer Paula Scher
Architect and Designer Bjarke Ingels
Droog Design founder Gijs Bakker
Interaction Designer Massimo Banzi
Graphic Designer Stefan Sagmeister
IBM Design Manager Phil Gilbert
Graphic Designer Ellen LuptonPaola Antonelli, Senior Curator, MOMA
Temple Grandin, Author and Designer
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Ph
oto
by
Jam
es Ro
tz (MFA
‘14)
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Ann Arborby theNumbers
#1“The 10 Most Intelligent
College Towns in America”Z O O M T E N S . C O M • 2 0 1 4
#4“Most Walkable Cities”
G O V E R N I N G . C O M • 2 0 1 3
#5“Happiest Cities
in America”T H E D A I LY B E A S T • 2 0 1 2
#7“Best Cities forCollege Grads”
L I VA B I L I T Y • 2 0 1 4
#4“Most Creative Cities”
T H E D A I LY B E A S T • 2 0 1 2
#1“Most Educated Cities”
F O R B E S . C O M • 2 0 1 4
#6“Best Cities for
Well-Being”U S A T O D AY A N D G A L L U P • 2 0 1 4
#17“Times Higher Education
World Rankings”T I M E S H I G H E R E D U C AT I O N • 2 0 1 5
#13“Best Cities for
Millennials”F O R B E S • 2 0 1 5
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Ann Arborand BeyondA N N A R B O R I S C O N S I S T E N T LY R A N K E D
one of America’s best college towns,
offering a rich cultural and intellectual
life and a vibrant sense of community.
Students also benefit from the urban
energy and collaborative opportunities
of a creative corridor extending from
Toronto, through Detroit, to Chicago.
#1“Most desirable city to live
and work for millenials” AMERICAN INSTITUTE OF ECONOMIC RESEARCH • 2015
#2“Best Cities for New
GradsK I P L I N G E R • 2 0 1 3
#2“Most E-Literate
Cities in America”T H E AT L A N T I C . C O M • 2 0 1 2
#1“Best CollegeSports Town”
F O R B E S • 2 0 1 0
#7“Best Cities in America
to Find a Job”U S N E W S • 2 0 1 2
#1“Educational Attainment
in Communities with 100,000+ Residents”
B U S I N E S S J O U R N A L S “ O N N U M B E R S ” • 2 0 1 1
#4“Best College Towns for
Food and Drink”T H R I L L I S T • 2 0 1 5
#13“Top 100 Best Cities
to Live”L I VA B I L I T Y. C O M • 2 0 1 4
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D E S I G N S T U D I O 1 is focused on Inquiry.
What is known? What is not known?
Who do we know? Where is the opportunity?
The cohort will be exploring the territory and
looking for open areas where contributions
can be made.
That effort is supported by the Research
Methods and the Integration Design Seminars
that delve into the resources of the University
and beyond. How do other researchers
go about doing their work? What can we
contribute to that? What are we integrating?
How are we going to integrate it?
I N S E C O N D S E M E S T E R , D E S I G N S T U D I O 2 centers
on prototyping. It’s about taking what we’ve
learned from the first semester and trying to
deploy it. We want to capture some information
and data about how our ideas operate in the
world. What works well? What needs to be fixed?
This is backed up by Design for the 21st Century,
a design seminar that explores this new program
in Integrative Design and how it operates in the
world. How is it different? And why?
Design Studio 2Prototyping 6 (4+2)
Fieldwork Studio 6 (4+2)
Design Studio 1Inquiry 6 (4+2)
Design Seminar 2Design for 21st Century 3
Research Methods 3
University Elective 3Design Seminar 1Integration 3
University Elective 3University Elective 3
F I R S T S E M E S T E R S E C O N D S E M E S T E R S U M M E R
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The Stamps Master of Design
(MDes) in Integrative Design
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MDes students complete
15 credits each semester of the first year,
6 credits of fieldwork in the summer and 12
credits each semester of the second year for
a total of 60 credits at the completion of the
two-year program.
The MDes curriculum includes both design education and engagement training.
Within the structure of the umbrella topic, the
first year is focused on Identifying the problems
and the second year on proposing solutions.
Design Studio 3Co-creation 6 (4+2)
Thesis Prep 3
University Elective 3Design Seminar 3Professional Practice 3
T H I R D S E M E S T E R F O U R T H S E M E S T E R
T H E S U M M E R F I E L D W O R K S T U D I O takes the
things that we’ve learned and the ideas that
we’re exploring and moves them into different
contexts. For example, we might start our
summer as part of a collaborative pop-up studio
with another university design graduate cohort,
then move to working in a corporate context,
and then to working in a small consultancy. It’s
all about integrative design- trying out different
models in different contexts.
T H I R D S E M E S T E R is the ramp-up towards the
thesis. The Co-creation Studio focuses on
finding your constituents, your stakeholders,
and your partners; beginning the process of
getting buy-in on the identified opportunity;
and actually beginning to build a project.
This is backed up by Thesis Prep, which hones
in on tackling the research that is necessary to
undertake the project.
Professional Practice looks toward the future,
when you'll have your Masters of Integrative
Design. How do you make a case for having
such a unique qualification? What are the
opportunities? What will the ladder be post-
graduation?
F O U R T H S E M E S T E R is primarily your Thesis
Project. You'll work together, with faculty, and
with your networks to define, refine and present
your thesis to the world.
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Thesis Project 9 (6+3)
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Generous
Financial Support The Stamps School offers generous merit-based financial support to all graduate students, from stipends and discretionary funds that offset project expenses to teaching/research assistantships and full tuition waivers.
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→ instagram.com/umstampsI N S TA G R A M
→ umstampsschool.tumblr.comT U M B L R
→ twitter.com/UM_StampsT W I T T E R
→ facebook.com/umartanddesignF A C E B O O K
F O L L O W U S O N :
Apply Nowstamps.umich.edu/mdes-apply
MDes Program Attributes:→ substantial experience in integrative design
methods and practices
→ involvement with real world clients and stakeholders
→ access to hundreds of experts and professionals from across the U-M campus
→ project-based learning
→ skill building in research-led design and design-led research methodologies
→ collaborative studio in the Faculty/Graduate Student Studio Building
→ access to the facilities and resources of a top-tier research university
→ generous funding opportunities (full or partial)
Successful applicants will be:→ proficient in specialized skills they would like
to incorporate into an integrative approach
→ experienced designers wishing to transform their career path or professionals in other fields who want to transition to a design-engaged practice
→ prepared to revise and expand their understanding of research, design methods, and design practices
→ interested in a collaborative, design-centered approach to solving complex problems
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University of Michigan RegentsMark J. Bernstein, Ann Arbor
Julia Donovan Darlow, Ann Arbor
Laurence B. Deitch, Bloomfield Hills
Shauna Ryder Diggs, Grosse Pointe
Denise Ilitch, Bingham Farms
Andrea Fischer Newman, Ann Arbor
Andrew C. Richner, Grosse Pointe Park
Katherine E. White, Ann Arbor
Mark S. Schlissel, ex officio
Nondiscrimination Policy StatementThe University of Michigan, as an equal opportunity/
affirmative action employer, complies with all
applicable federal and state laws regarding
nondiscrimination and affirmative action. The
University of Michigan is committed to a policy
of equal opportunity for all persons and does not
discriminate on the basis of race, color, national
origin, age, marital status, sex, sexual orientation,
gender identity, gender expression, disability,
religion, height, weight, or veteran status in employment,
educational programs and activities, and admissions.
Inquiries or complaints may be addressed to
the Senior Director for Institutional Equity, and
Title IX/Section 504/ADA Coordinator, Office of
Institutional Equity, 2072 Administrative Services
Building, Ann Arbor, Michigan 48109-1432, 734-
763-0235, TTY 734-647-1388. For other University
of Michigan information call 734-764-1817.
Editor
Kate West
MDes Program Director
John Marshall
Design & Art Direction
Carl Greene
C O N TA C T U S :
Penny W. Stamps School of Art & Design • 2000 Bonisteel Blvd, Ann Arbor, MI 48109-2069
734 764 5247 • [email protected] • stamps.umich.edu/mdes
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The Stamps
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