HMW enable students to explore design, prototyping, and theory?

My class, digiTOOL, was originally offered as an introduction to digital fabrication at Carnegie Mellon University. I took over the class in 2017 and rewrote the curriculum with the following goals:

1. Solve an actionable problem using digital fabrication tools
2. Create a classroom culture that challenges student to think critically about making and production
3. Lead with vulnerability and encourage students to build resiliency through the design process

Open to all majors, this class is offered by IDeATe, an interdisciplinary program that takes an integrative approach to design, art, and technology.

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Students in digiTOOL are expected to develop an ability to articulate the story (visually, orally, verbally …) of their own work and learning.

They showcase this ability through the development of a process document portfolio piece. These process documents include intention, research, inspiration, sketches, renderings, and final product photographs. Examples of student work from my classes can be found below.

CLASS PORTFOLIO — 2019

CLASS PORTFOLIO — 2017-2018

SYLLABUS

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Pedagody

digiTOOL is a basic fabrication course. My personal teaching goals, however, include an understanding of maker culture and the development of a personal process. Students are exposed to the following:

Fabrication

Taught as the CAD>CAM>CNC workflow, students learn fabrication through 3D printing and laser cutting.

Planning

Students must plan their own projects to design and build. This includes a cardboard prototype and project plan.

Articulation

All students are required to document their work for this course. Final portfolios showcase their process and outcome.

Culture

The primary course reading is Walter Benjamin’s Art in the Age of Mechanical Reproduction. Students discuss why we makes things and for whom.

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