PLO 1: Our students have the ability & propensity to think 3D
Our students have an interest in place-making: through the manipulation of space, the design of furniture, lighting, fixtures, and media. We have students with an interest in creating environments, which are contributing by interaction, rich in content and context.
PLO 2: Understanding scale, dimension and impact
Understanding scale, dimension and impact Our students understand the impact of designing experience. They have a strong grasp of brand driven design for themed and experience based environments: restaurants, hospitality, retail and the home. Our students can work equally well at small scale (furniture and lighting, retail kiosks and exhibit design) as well as large scale (planning urban projects, parks and hotels). Our student have the ability to look at the big picture as well as its details, whether it is commercial, contract or residential design projects. We have students, faculty and a program that is interested in improving the human experience day to day and feel comfortable with time / space / planar relationships.
PLO 3: Understanding process • understanding meaning
Our students can ‘connect the dots’. They look beyond the single object, moment, page or place to see how they collectively make an impact. Our student’s can participate and lead in any area of the design process. They can initiate and direct research, ideation and the design development process. They understand that human experience is the basis of our design evaluation and the root of our process. They also understand how to deliver the message/ story/ and content that drives a project. Our students design projects from the inside out, driven by need and meaning. This allows our students to be educated as design creative’s with a wide opportunity for career application. In other words, a “designer with an extensive design theory background”, who can apply themselves in a multi-disciplinary broad based way.
PLO 4: Having a careful balance
Our students have a careful balance between skill sets and conceptual abilities. They have a clear understanding of how one empowers the other. They have a rich foundation in materials & building which is balanced with a strong and articulate ability to research, form conclusion and build story. Our students explore several full-build projects, not just model-making, but full size working proto-types, producing a high level of build awareness. They are exposed to a strong background in sustainability, material exploration and responsible building & manufacturing processes.
PLO 5: Entrepreneurial spirit and adaptability
Our students tend to be interested in charting their own course as opposed to being part of a corporate structure. Environmental Design students choose their focus/ career trajectory, based on their own personal voice. This is a huge plus in an era of cross-disciplinary design. Many of our students launch their own studios a few short years after graduation. More than any other major Environmental design students. can participate and contribute in many different fields of design. We do fit ‘in between’ just as well as have the ability to see the big picture in leading a design process. Because of our scale, time, space shift, students move freely and where needed, in a team-based situations. Our grads understand non-linear design strategy, material as motivation and physical outcomes.