Grafik Intervention home pageSubmitted by
: Phil HamlettSchool
: Academy of Art UniversityLevel
: Graduate (MFA)Program
: School of Graphic DesignClass
: Thesis ProjectStudent:
William Culpepper Instructors
: Carolina de Bartolo, Marc English, Lian Ng, Anitra Nottingham, Jeremy Stout, Jessica WestbrookClass Project
: Grafik InterventionDate
: Spring 2011 Description
Vacant buildings have become eyesores in many communities throughout our country, a constant reminder of our current economic malaise. In many situations, rehabilitation is too risky, causing developers to pass over these buildings, leaving them subject to urban decay. For William Culpepper, these abandoned buildings and their untapped potential presented a challenge to inspire positive change and help rehabilitate the neglected neighborhoods in which they are found.
As a possible solution, William developed a project dubbed Grafik Intervention, a means to call attention to — and spark urban revitalization amongst — these wounded urban places. Using industrial-sized equipment to project large-format digital images onto the facades of the buildings in question, William presents historical facts, urban context, neighborhood anecdote and community speculation as a captivating nighttime light show.
The projections grab the attention of passersby, who begin to congregate en masse. As interest is piqued and the crowd swells, everone is handed a card with questions pertaining to the property itself and the community in which it resides. Together, the projections and the questionnaire cards get people to notice, take interest, recognize unrealized potential and begin dialogue.
The conversations that ensue encourage residents to look at their surroundings, understand the potential within their communities and do something about it. Through an ongoing process of awareness and engagement, Grafik Intervention encourages positive results by encouraging community members to take pride — and action — in their own neighborhood.
Having undergone numerous iterations, this project's ongoing development is focused upon facilitating deployment in ANY community. An online resource and Intervention Toolkit are available to anyone interested in performing a Grafik Intervention in their own community.
http://vimeo.com/grafikinterventionScenes from "Our Park: A Community Design Open Space Project with the Hawthorne Neighborhood"
: Jamer HuntSchool
: The University of the Arts, Philadelphia Level
: Undergraduate/Graduate Program
: Industrial Design (ID) Instructors
: Jamer Hunt, Jonas Milder (coordinators) Class Project
: Our Park: A Community Design Open Space Project with the Hawthorne Neighborhood Date
: Spring/Fall 2003 and Spring 2004 Description
: The industrial design department was approached by the President of the Hawthorne Empowerment Coalition (HEC) to help their community with the design of an open space on the site of recently demolished Section 8 housing towers. In the Fall of 2003 we organized a three-day, participatory Charrette involving over seventy ID students, eight faculty, and one hundred members of the Hawthorne community, a mixed-income neighborhood near Center City in Philadelphia. Teams focused on outreach to the community and all events were held in the Hawthorne community center, with the exception of the final-day exhibition/party that was held in a tent in the open lot. The students focused on gathering information from community members about their hopes, fears, needs and ideas for an open space in their community. By the end of the three days, students had produced initial concepts for varying aspects of the park, based on themes such as Pathways, History, Security and Play; these were exhibited to the community for feedback at the party.
During an Independent Study in Spring 2004, a smaller, focused group of ID students (again, grad and undergrad) worked together to integrate the initial concepts towards a schematic design for the open space. Each month students and faculty presented the updates at HEC meetings for additional consultation and feedback, creating an iterative process that allowed continuous community input to drive design decisions and refinement. By the end of the spring term, the students had produced detailed concept drawings, supported by supplementary research, to the Hawthorne community. These concept drawings were then handed to Philadelphia Green, a local urban greening organization that had received state funding to turn the concept drawings into construction documents. However, the Philadelphia Housing Authority declared — due to poor financial management by a developer — that they could no longer afford to keep the open space open, and that they would need that space to build more housing that brought revenue back to them. After a two-year political fight by community to preserve the open space, the newly elected Mayor, Michael Nutter, identified $2 million to support the open space project, announcing the first new green space in Center City Philadelphia in decades.
: Jamer Hunt
School: Parsons The New School for Design
Program: Transdisciplinary Design
Instructors: Miguel Robles-Duran
Class Project: Projects Studio: Emergent Social Forms
Date: Spring 2011
Description: With the proliferation of communication technologies that link people more directly, a growing number of social forms are emerging from open networks. In some cases, these are challenging the hegemony of centralized networks in power and scope. In this course, students investigate ways of triggering small-scale social change. While they may not necessarily utilize communication technologies, students are required to prototype networks, nodes and rule-sets that activate and build community. Whether these schemes are local or global, analog or digital, their emphasis is on harnessing the power of swarms. Students further explore the working methodologies that the design curriculum emphasizes. The level of complexity is increased; working in groups, students address broader, more socially challenging situations. Students are expected to research and analyze social networks and the emergent practices that help to form them, as well as develop strategies for fostering new kinds of communities and networks. Emphasis is placed on the ability to frame a design brief on an achievable scale and to create final proposals that provide criteria for self-assessment.
For Fall 2011, Rupal Sanghvi, founder of HealthxDesign, has invited the graduate program in Transdisciplinary Design to participate as consultants in a large-scale project to re-imagine the “supermarket” in order to bring large-scale/low-cost produce distribution into low-income neighborhoods. In order to optimize the federal investment that will promote supermarket access in low-income neighborhoods, re-thinking the “design-template” of the supermarket could be a potent way to improve healthy food consumption. The current supermarket developer utilizes a well-honed template that effectively modulates behavior, while maximizing profit. Due to a variety of complex factors, this template often promotes the very consumption patterns that are contributors to the obesity epidemic, including consumption of sodas, sugar cereals and other packaged goods with a high level of preservatives. While the average American supermarket is about 50,000 square feet, the area dedicated to healthy choices is relatively small. As part of a long-term planning grant from the USDA focusing on obesity and access to fresh fruits and vegetables, students will work in small collaborative teams with HeathxDesign to research and identify community partners and innovative pilot programs — in addition to food distribution systems, community assets and municipal and state resources — to generate new thinking about how low-income communities best access healthy foods. Students will develop innovative system and service scenarios as well as schematic design proposals driven by community consultation and stakeholder participation to experiment with alternative distribution channels and mechanisms. Additionally, students will focus on health as a larger rubric under which to design a “supermarket,” exploring service, system and building typologies that offer education, activity, community, access to care and food provision within one larger integrated system.
Page from the Fitwits website
: Terry Irwin School
: Carnegie Mellon University Level
: BFA/MFA Program
: School of Design Instructors
: Kristin Hughes Research Project
: Fitwits: Teaching Kids a Healthy Lifestyle Date
: 2008 to present Link
: www.fitwits.org Description
: Fitwits is a collaborative research project designed by The School of Design at Carnegie Mellon University and UPMC Saint Margaret Family Health Centers, and is funded by The Heinz Endowments. The transdisciplinary project team is comprised of CMU instructors and students, professors from Duquense University, The University of Pittsburgh, a variety of local healthcare professionals and key individuals from local elementary schools. The project was developed to address childhood obesity and nutrition through engagement at 3 key points of contact: schools, health care centers and families themselves. Over the past two years, the team has developed a methodology for effectively integrating schools, doctors’ offices and families in order to develop affordable and easy to use health communications and services. These communication and educational tools are aimed at educating children and their families about healthy living and positive lifestyle choices.
Currently, the Fitwits School Program is used in fifth grade classrooms in five urban schools affiliated with a school health partnership. This partnership pairs family medical resident physicians with schools to provide health promotion and education. The fifth graders are racially diverse and primarily live in low-to-mid socioeconomic urban families. The Fitwits School Program is centered on 34 cartoon characters that epitomize healthy foods and desirable lifestyle choices. The first two phases of the program provided communication aids for use in primary schools and to doctors and health care workers: A series of games and activities, designed by CMU students have been developed to teach children the principles of proper nutrition and can also be used to break down the barriers to effective discussion between doctors and families about childhood obesity and proper lifestyle choices. The final phase has been based in local community centers to engage families in healthy lifestyle activities and engage and educate parents themselves as ‘Fitwit Champions’. These ‘Fitwit Zones’ integrate and expand on the tools and services developed for school interventions and family health clinics to engage parents and families. Because this is an ongoing research project, students have been involved in the context of both classroom projects as well as independent study, providing them with the opportunity for ongoing collaborative engagement with other team members and the local community and especially the children. More about the project can be found on the Fitwits website and here
: CMU School of Design, Department of English, Department of Human and Social Sciences, UPMC St. Margaret Bloomfield Garfield Family Health Center, Children’s Hospital of Pittsburgh, UPMC St. Margaret Family Medicine Residency Program, Allegheny County Health Department, Elementary Schools: Fort Pitt ALA, Woolslair, Arsenal, Pittsburgh Montessori and Urban League Charter of Pittsburgh School, The Bloomfied Garfield Corporation. Students participating in Island: Imagining a Sustainable Society
: Terry Irwin School
: Schumacher College, Plymouth University, UK Level
: MSc Program
: Applied Holistic Science Instructors
: Terry Irwin, Gideon Kossoff, Seaton Baxter Course Project
: Island: Imagining a Sustainable Society Date
: Island was taught as a transdisciplinary, team-based project over the course of 4 weeks within the Masters program for Holistic Science at Schumacher College, a center for environmental studies in Devon, England. Two transdisciplinary teams were formed from a cohort of 12 masters students with backgrounds in: biology, environmental studies, forestry, social work, economics, business, art, filmmaking and diplomacy. The studio-based design project challenged each team to envision the development of a sustainable society over the course of 450 hypothetical years. The two teams were ‘placed’ on two different uninhabited islands with with a limited number of hypothetical supplies, a partner or friend of choice (to ensure a varied gene pool for future generations) and unlimited access to 21st century knowledge. Two scale models of islands approximately 6’ square (based upon actual island in the Azores) were provided as focal points for discussion, planning and conceptualization and a set of environmental parameters based upon the actual islands was provided (native flora, fauna, climate conditions, rivers, estuaries, soil composition, topology etc.)
The teams were asked to envision the development of a society on the island over the course of 450 hypothetical years and through daily presentations show how they would address issues such as ‘carrying capacity of the island’, development of an agriculture system, preservation of wild areas, development of educational/healthcare infrastructure, modes of economic exchange and art/culture/religious beliefs. Managing/mapping population size and genealogy was also required. A schedule with milestones was provided, with each project day representing a specified number of years in each society’s development. Specified objectives for the project included:
1. Enable students to view the challenges and issues a developing society faces within the context of long horizons of time; to develop the ability to think in terms of decades, lifetimes and generations when conceiving designs and solutions to problems.
2. To develop an understanding of design as an emergent property
of humans satisfying their needs (in both sustainable and unsustainable ways) and the effects this has on both society as a whole and the environment.
3. Develop the ability to collaborate successfully in multi-disciplinary teams and to conceive multiple design solutions through visualization and prototyping techniques (as non-designers, students had little experience with these techniques).
4. Apply principles of Holistic Science (emergence, chaos/complexity theories, Gaia theory, self-organization, permaculture principles, cooperation etc.) to proposed design solutions.
A final presentation by each team included design solutions for sustainable dwellings, farming, management of livestock, formulation of systems of education and governance, development of language, forms of art and handcrafts and apparel. Each society developed a method of ‘phenomenological journaling’ and storytelling as a way of communicating the qualitative nature of their society as well as its ‘culture’ including worldview, beliefs and ‘taboos’. Learning objectives for this project were centered on process, not final design solutions and the ability of students to gain an appreciation of the complexity and interdependent nature of ‘wicked’ problems and the need to think in longer horizons of time with respect to design solutions and lifestyle choices. The project essentially asked, “if you could start from scratch, what would you do differently?”. A project manual was created for the assignment which also recorded the results of each teams’ efforts.
From the Community Heathcare Worker Toolkit (for UN Millenium Villages)
Submitted by: Debera Johnson
: Pratt Institute Level
: Recent Graduates from the Institute Program
: Instructors: Debera Johnson Project
: Pratt Design Incubator for Sustainable Innovation Date
: Started 2002 Description
: The Pratt Design Incubator for Sustainable Innovation is a vibrant and energetic entity whose primary goal is to link ambition to sustainability to enterprise. It is a highly collaborative space that taps an extensive network of creative people to work on for profit and not for profit projects that combine environmental and social responsibility with successful outcomes. In addition the Incubator helps recent Pratt alumni start-up socially responsible businesses. Start-ups become part of an entrepreneurial community that supports their development from business plan to angel funding. The Incubator engages mentors from all areas of business, engineering and design. Based at Pratt Institute, a premier college of art, design and architecture and located in NYC, the Incubator has the capacity to manage and deliver innovative socially responsible businesses and implement products and services by assembling the right project with the right team.
The Incubator offers the following services:
— Free start-up support and space for social entrepreneurs
— Strategic design consulting services to for profit and non profit organizations
— Workshops and seminars in sustainability and entrepreneurship
— Free access to the CSDS Resource Center
— Free access to the Incubator's Mentors
Pratt Design Incubator for Sustainable Innovation was founded in 2002 and has supported the launch over 14 businesses and consulted on sustainable design projects for the UN, The Earth Institute, UNESCO, Sustainable South Bronx and many others non- profit and for profit organizations. More information about the incubator here
Submitted by: Debera Johnson
School: Pratt Institute, Design Incubator for Sustainable Innovation
Level: Undergraduate and Graduate Interns, Alumni and others
Program: UN Millennium Village Project — Healthcare/Earth Institute
Project Director: Debera Johnson
Project: Community Heathcare Worker Toolkit (for UN Millennium Villages)
Date: Spring 2009
Client: Earth Institute
Project: Train and support a new strata of local Community Healthcare Workers in 72 villages in Africa and Asia. The Incubator brought together a group of over 40 designers and artists to translate 2000 pages of clinical information into a 200 page toolkit that helps CHWs recognize serious heath issues and educate the community about hygiene and nutrition. The CHWs are from the community they serve, have the equivalent of a high school education and are being trained and equipped to perform 70% of necessary services through household visits — shown to be the most effective means for reducing infant mortality and supporting women's health. The project has been introduced in Uganda and Tanzania. It was designed to be customized to the local traditions and mythologies and is now in it's fourth iteration. The design set the stage for significantly increasing the number of healthcare providers, ultimately projected to bring life saving services to over 500,000 people in the next two years.
Condoms and Beer: From the Man Shield Campaign
: Jon Kolko School
: Savannah College of Art and Design Level
: BFA, Industrial + Interaction Design, Senior Project Program
: IACT435 Senior Interaction Design Studio Instructors
: Jon Kolko Class Project
: Final Interaction Design Project, Self-Defined & Self-Paced Date
: Spring 2007 Designer
: Lynde Kintner Description
: The Man Shield is a simple and powerful campaign to couple condoms with beer, distributed at bars, and tied to information about STDs and humor. The acquisition of condoms is a challenge to most individuals. The organization and planning required are only half of the problem. The other half deals with the cultural pressures that one encounters when purchasing condoms, which make the experience altogether unpleasant. The expiration and temperamental packaging coupled with the sporadic occurrence of casual sex produce a major obstacle between the user and a condom. By piggybacking a condom on another product — a product the user was already going to purchase — makes this transaction fully parallel to the user's lifestyle.
Most individuals will not seek out information on STDs, especially if they are engaging in risky behavior, because it is a frightening topic to confront. Furthermore, most individuals do not have an appropriate catalyst to utilize to spark discussion in a social setting. By allowing humor to navigate the delivery of culturally relevant reasoning, the catalyst is not only created, but the topic now becomes less scary and cumbersome. Alcohol can be used as a vehicle for delivery. Most interview participants noted alcohol's negative effect on their judgment. Findings also pointed out the power of alcohol to lead to interpersonal bravery and detailed discussions that might never have occurred if alcohol had not been an influence. Therefore, by presenting the topic of sexuality and sexual behavior in tandem with the alcohol that individuals are consuming, this has a direct impact on conversation and its subject matter.
Most participants understood the benefits of a condom; however, very little used the product in accordance with the knowledge they held regarding its necessity and the prevalence of STDs. We have learned these ideas in a static classroom setting, which naturally separates the student from the subject being taught. Furthermore, we understand more about the context and long term affects of STDs than the context and manner in which they are distinctly transmitted from one person to another. Finally, the jovial atmosphere of any bar or club makes it easy to forget that real risks exist. Because the product exists in such close proximity to the domain of casual sexual acts, it resounds long enough in the user's mind to have an effect on behavior. Ultimately, the combination of frank, factual information, with humorous cultural reasoning targets both the logical and illogical aspects of an individual that govern the choices that they make regarding personal sexual behavior. You can read more about this project at at here
Reporting on Design and Social Change Submitted by
: Julie Lasky School
: School of Visual Arts Level
: MFA Program
: Design Criticism (D-Crit) Class
: Reporting on Design and Social Change Instructor
: Julie Lasky Class Projects
: Interviewing and profile writing Date
: Fall semester (8-week class) Description
: The North Carolina journalism professor Anthony Curtis describes investigative reporters as “those who uncover facts and write articles that expose waste, wrongdoing, mismanagement, fraud, conflict of interest and abuse of authority, and promote change and reform.” Such pursuits have been absent in much design journalism and particularly in a realm that occupies this class: social innovation. Ironically, given their emphasis on promoting change and reform, media stories about design in the service of the environment, health, education, and economic development often lack journalistic rigor, especially in the blogosphere. In this eight-week course, we work on skills for researching and producing hard-hitting features, with an emphasis on profile writing.
This class is not about investigative reporting per se, but offers tools and inspiration for probing the journalistic subject. Classic writings by Jane Jacobs, Rachel Carson, and Jessica Mitford, are assigned. Authors of exemplary books (Elizabeth Royte, Alissa Quart) and groundbreaking journalism (Danielle Rich on William McDonough, Jeff Chu on Design within Reach) have visited the class to discuss their strategies and experiences in getting the story. Other sessions are devoted to journalistic techniques and ethics.
Research associate Ross Atkins examines tactile paving in London, 2010, as part of project for Commission for Architecture and Built Environment
Research associates Gregor Timlin (left) and Nic Rysenbry assess key features of tableware designs in project on design for dementia with Bupa care homes
: Jeremy Myerson School
: Helen Hamlyn Centre, Royal College of Art Level
: Post-MA Program
: Helen Hamlyn Research Associates Program Instructors
: Jeremy Myerson and Rama Gheerawo Class Project
: Various Date
: Annual. Start: 1 October. Finish: 30 September Description
: Over a ten-year period, the Helen Hamlyn Centre at the Royal College of Art has teamed up more than 100 RCA design graduates with research partners in industry government and the non-profit sector to address the key social challenges in ageing, health and work through design research. The Helen Hamlyn Research Associates Program, as the scheme is called, employs the graduates for one calendar year on a supervised education program and facilitates real-world projects with external partners. These have included Unilever, GlaxoSmithKline, Orange, Ford, Toyota, IDEO, Nokia, Philips, Hewlett-Packard, the Design Council and the British Heart Foundation. Within the College, the Departments of Architecture, Communication Art and Design, Design Interactions, Design Products, Industrial Design Engineering and Vehicle Design have become regular collaborators. An early emphasis on design for age and disability on the program soon broadened to embrace research projects dedicated to improving patient safety and working life and developing innovative ideas for business as digital technology opened up new opportunities. As an applied research program, it deliberately sits midway between academia and business. Masters graduates unconstrained by PhD demands are paid as part-time RCA staff researchers undertaking projects directly with industry. Companies and charities pay to collaborate with a graduate under the aegis of the centre, which manages both selected design graduates and external partners.
Each project is divided into four distinct phases in line with the three terms of the RCA academic year and the summer break: the Discover phase (autumn term), Define (spring term), Develop (summer term) and Deliver (summer break). The Discover phase (October-December) follows an induction period with professional skills training in such areas as project management, presentation, user research, writing and filmmaking. This is a period for exploration. Researchers investigate the context of the project and learn to conduct market analysis, reviewing the literature, and building a working relationship with the research partner. Define (January-March) is a time to focus — preliminary user studies help to define a point of view and decide which areas or ideas to prioritize. Early design concepts are generated through prototyping. The third phase of the program, Develop (April-June), consolidates design directions in partnership with the research partner. Scenarios and prototypes are created. Relevant processes and technologies are investigated. Ideas are validated with experts and in user trials. Modifications are made and final communication outputs are determined as the project enters the final straight. The Deliver phase (July-September) completes the project by giving the partner the results and outcomes of the study in a form that is of the most practical and applicable use to the organization – whether exemplar designs, prototypes, films, guidelines or publications. The final results of the Research Associates projects are publicly disseminated via an annual show and symposium at the RCA each September, held as part of the London Design Festival.
Yale Global Social Entrepreneurship class. SEWA organic farm, Ahmedabad, India 2010
: Tony Sheldon School
: Yale School of Management Level
: Graduate Program in Management (MBA) Program
: Program in Social Enterprise Classes
: Global Social Entrepreneurship; Managing Social Enterprises in Developing Countries; Microfinance and Economic Development Instructor
: Tony Sheldon, Executive Director, Program on Social Enterprise; Lecturer in Economic Development Class Projects
: Consulting projects with social enterprises. Date
: Fall and spring semestersDescription
:The Yale Program on Social Enterprise (PSE) supports scholars, students, alumni, and practitioners interested in exploring the ways in which business skills and disciplines can be harnessed to most effectively and efficiently achieve social objectives. PSE facilitates work on nonprofit and public sector social entrepreneurship as well as initiatives in private sector social enterprise. PSE’s activities span courses, research, conferences, and publications. In addition to these formal activities, PSE serves as a focal point for social enterprise-related activities at SOM, facilitating, advising, and drawing connections among students, faculty, the Yale community, and the broader network in the US and internationally of interested practitioners and institutions. PSE’s most recent publication is “Making the Connection: Partnerships in Development Finance and Sustainable Energy,” which grew out a year-long research project and a conference hosted by Yale in April 2010. The report is available here
. PSE, in collaboration with Winterhouse Institute, also recently published an online case study on SELCO, a solar energy company working with over 100,000 households in southern and western India, see here
The “Global Social Entrepreneurship” course is designed to introduce students to practical issues faced by mission-driven social entrepreneurs, linking teams of Yale students with social enterprises (SEs) in India. Student/SE teams work together to address specific management challenges faced by the SEs, culminating with the development of a set of recommendations (operational, financial or otherwise) to meet the identified challenges. All students in the class travel to India to work with their partners, either during the summer before or during the winter just after the fall class.
“Managing Social Enterprises in Developing Countries” selects a different country each year for pro bono consulting projects with social enterprises and non-profit organizations. GSE has worked with organizations in South Africa, Madagascar, Colombia, Thailand, Brazil, and (in 2011) Peru. Student teams manage their projects remotely throughout the spring semester, traveling to the country to work directly with their clients for one week during the spring recess.
“Microfinance and Economic Development” explores the successes and limitations of microfinance as an economic development strategy, with a focus on the role of microfinance in international poverty alleviation efforts. The course examines the evolution of the field, from both theoretical and practical perspectives, including current debates about the pros and cons of the increasing trend toward commercialization of the field.
Erik Peterson introduces the proof-of-concept for Qeej Hero in AD502 Transcultural Aesthetics and Contemporary Design
Submitted by: Elizabeth Tunstall
School: University of Illinois at Chicago
Program: Transdisciplinary: Art and Design
Class: AD502 Contemporary Theory
Seminar: Transcultural Aesthetics and Contemporary Design
Instructors: Dori Tunstall
Class Project: Tranculturally-Based Art and Design
Date: Spring 2009
Description: In contemporary global design praxis, what do the concepts of globalization, beauty, culture, authenticity, art, design, or craft mean? At the intersections of global cultures, what informs the designer’s aesthetic approaches to thinking and making? How is one’s cultural identity implicated in the objects, communications, and experiences one designs? Interrogating notions of purity, authenticity, and tradition, the course was framed by Cuban theorist Fernando Ortiz’s concept of transculturation, which is defined as ‘the reciprocal but uneven selective borrowings from one culture to another.’ It explored the making of transculturally-based aesthetic decisions in contemporary design praxis and the social-political implications of those decisions in U.S. Native America, Mexico, Southern Africa (Zimbabwe) and Aboriginal Australia. Through guest lectures by contemporary designers, such as Saki Mafundikwa and Luis Arnal, and readings across anthropology, art history, design, and philosophy, class co-participants selected a country of their choice for deeper investigation. The first half of the course focused on the creation of a transculturation journal of aesthetic possibilities and their social and political implications based on the co-participant’s selected country/region/culture. This was accomplished through one-page weekly responses to the readings as applied to additional research the participant conducted in his or her cultural area. The second half of the course focused on the creative conceptualization and proof-of-concept of cultural community based projects. Exceptional outcomes of the course include:
— Erik Peterson’s project, “Qeej Hero,” which continues in the development a Guitar Hero-like video game culturally based on the traditional qeej instrument of the Hmong community in the U.S. and was presented at AIGA Make|Think in 2009.
— Xie Zhen’s project, “Chinese Design Identity: A Glimpse into Culture-based Design,” about which she published in the article, "How to Interpret Chinese Design" by Xie Zhen and Zhu Shuai in Observation: Volume 168, August 2009.
This course will be taught as part of Swinburne University’s new Masters of Design (Design Anthropology) program, which