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Embracing Ambiguity: A Perspective on Student Foresight Engineering

Embracing Ambiguity: A Perspective on Student Foresight Engineering

Year: 2009

Section: Design Education and Lifelong Learning

Editor: Norell Bergendahl, M.; Grimheden, M.; Leifer, L.; Skogstad, P.; Lindemann, U.

Author: Shedletsky, Anna-Katrina; Campbell, Matthew; Havskjold, David

Section: Design Education and Lifelong Learning

Pages: 237-244

Abstract

We propose that concept creation for foresight engineering design projects requires a modification of current pedagogy, because the scope is expansive and the final deliverable may never be fully realized. In current design curricula, there is little distinction between different types of design problems, yet foresight engineering design teams often struggle with their broad, sometimes under-defined, design problems. Based on a case study from Stanford University?s well-documented graduate design course, ME310, we discovered three insights that can be applied to other foresight engineering projects. The first is to use the ambiguity of the design space as an impetus for innovation; the second is to ensure that a chosen project concept complies with tacit limitations within the design field; and the third is to use parallel prototyping.

Keywords: foresight engineering, project-based learning, design education

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ds conferenceICED09: 17th International Conference on Engineering Design

The Design Society and the Stanford Center for Design Research cordially invite you to participate in the International Conference on Engineering Design, ICED'09. The venue will be Stanford University’s verdant campus in the heart of Silicon Valley, a short 35 miles south of San Francisco, California. Research papers and case studies are solicited on any topic related to design thinking, theory, and practice, with a premium placed on evidence-based research. Topics and Themes include: *...

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Keywords
Design 2010