Authors: Ahmed Ansari, Francis Carter and Sofia Bosch Gomez
Our paper attempts to make a case for systems thinking as a core component of a new foundational curriculum for design programs interested in socio-technical transitions and long- term systems-level change. Our case study of a systems thinking course offered to design undergraduates and non-design majors at Carnegie Mellon University highlights a vision of how the course fits into a 21st century design curriculum, how the present curriculum has been structured and the kinds of content and skills we believe design students should be equipped with, and shares insights gained over several iterations of the course on the outcomes of the course. By illustrating how design schools might combine teaching complex theoretical approaches and frameworks with research tools and studio exercises and projects, we aim to make an argument for how thinking in systems and complexity at the freshman level prepares first-year students for fourth-order thinking throughout their undergraduate experience and subsequently, their careers.
