Teaching Theory at AC4D
“Great timing,” I think to myself yet again. As I was preparing the deck I would use that evening to facilitate a discussion on the opportunities of (social) entrepreneurship, I discovered that a vote by the Texas House of Representatives the previous day had “set the table” for Uber’s return to Austin. (Uber stopped providing rides in Austin a year ago in protest of required driver background checks.) Already in the deck were quotes I had taken from “The sharing economy is a lie: Uber, Ayn Rand and the truth about tech and libertarians,” one of the readings I had assigned for that evening. Also already there were tweets and (other) references to other articles about Uber, some positive, most negative. Into the deck went the headline about the legislature’s vote and a few words from the online article.
Serendipitously encountering tweets, articles, and other information pertinent to a class shortly before the class was typical for me, since I follow people on social media who care about the things I care about and teach about. And I often took advantage of that. I had previously added to the above-referenced deck — which I’ve made available in its entirety here — images from two recent articles I encountered via Twitter about Walmart, including one entitled “Business Exists To Serve Society,” words somewhat surprisingly uttered by Walmart’s Chief Sustainability Officer during a recent interview; we watched that interview during class, since it was of great relevance to arguments made by Michael Porter and Mark Kramer in another of the readings I had assigned for that evening, “Creating Shared Value.” That same day, I noticed on Facebook that a former colleague of mine, David Rose, was in town; I had shown a video about David and read a bit from his book, “Enchanted Objects” the previous week in class during another section of the course, and since David was a serial entrepreneur, a guest appearance would be a nice fit for this section of the course as well, so I made it happen.
All of this (and much more) was for an advanced theory course on interaction design and social entrepreneurship that I taught during March and April of this year at the Austin Center for Design (AC4D). Assigned readings included articles — often long and sometimes complex — by renown authors on theory about or of relevance to design and entrepreneurship as well as articles — often more recent and shorter — facilitating the understanding of theory and its relevance to design and entrepreneurial practice today. (All of the assigned readings are listed in a deck you can access here; they might also — depending on when you are reading this — still be listed on the course’s webpage.) The course is one of three that all students take during the final quarter of the AC4D educational program.
Teaching this course was a wonderful experience due in large part to the wonderful students. Each class featured great and often impassioned discussion, and student presentations, each synthesizing designated readings in a personally meaningful way, were always special. One of Sally Hall’s very creative presentations consisted largely of a board game she designed that “follows the development of a non-profit organization working to increase access to education among low-income individuals in Managua, Nicaragua”; the game (being played in the photo below) was designed to help players understand and “explore the complexities of social impact.” One of Kelsey Willard’s presentations was a scary story about the impact of the coming singularity told, appropriately, over a campfire (see photo below). Our examination of power relationships prompted Elijah Parker to share information about his life he had never before felt comfortable sharing. The same examination prompted Conner Drew to explicitly formulate a set of personal design ethics and to call on others to do the same. And repeatedly, Garrett Bonfanti effectively highlighted just how important the role of the designer has become.
I’ve taught lots — inside of companies, via educational institutions, and at professional conferences — with much of my teaching focused on practical skills. General Assembly — where I taught the 10-week, full-time User Experience Design Immersive course several times — is among the up-start organizations claiming that intensive programs focused on teaching practical skills in the context of multiple, real-world projects prepare students for the workplace much better than much longer, more traditional, and much more expensive academic programs. While that is often true, AC4D Founder Jon Kolko has articulated the importance of teaching theory:
Our curriculum at Austin Center for Design is rich with design theory. Students take theory classes that focus on the social and political relationships between design and the culture of society. Students learn theory and discourse related to designing for the public sector, specifically as it relates to ill-defined problem solving and the ethical obligations of designers. They read complex articles from computer scientists, psychologists, and sociologists, and they build arguments that synthesize these articles into new ideas.
Yet the program at Austin Center for Design is a practitioner program, and these students go on to be practicing designers, not academics. They work for big brands, for consultancies, and in startups — and increasingly, they start their own entrepreneurial endeavors. They aren’t pursuing a Ph.D. path, so why teach theory? Why waste precious class time on academic discourse, rather than practical skills?
I’ve thought a lot about what makes a great designer. One of the qualities is craft and immediacy with material. That’s sort of obvious — someone who makes things needs to be good at making things. I’m convinced that theory is also a key ingredient to greatness, a key part of claiming to be a competent, professional designer, but it’s less obvious than methods or skills and is often ignored during design education. There are at least three reasons I think students need theory as part of their foundational design education:
- Theory give students the basis for a “process opinion.” …
- Theory give students the ability to think beyond a single design problem, in order to develop higher-order organizing principles. …
- Theory give students a sense of purpose, a reason for doing their work. …
We’re seeing an influx of design programs aimed at practitioners, programs that intend to increase the number of designers available to work in the increasingly complex technological landscape. I’m skeptical of programs that don’t include theory in their curriculum. It has been argued that vocational programs should focus on core skills and ignore the larger academic, theoretical subject matter. I would argue the opposite. It is the vocational programs that require this thoughtful context the most, as graduates from these programs will have a direct impact on the products and services that shape our world.
I agree with Jon (and with the students who voiced additional benefits from studying theory), and whenever I taught for General Assembly, I made sure to include some theory. However, I was delighted to have the opportunity to dive more deeply via teaching at AC4D.
My thanks to: Jon and to Kevin McDonald who, before the course, shared invaluable information with me about when they had taught the course in the past; Lauren Serota, Adam Chasen, Mini Kahlon, Ed Park, and David Rose for their guest in-person appearances; Daniela Papi-Thornton, Paul Polak, Harry Brignull, Anne Hathaway, Meryl Streep, Jake Solomon, Ricky Gervais, Brian Goldman, Jeff Benabio, Don Norman, Sean Follmer, David Rose, Jared Ficklin, Stephen Colbert, Sally Hall, Pelle Ehn, Kathleen McLaughlin, John Battelle, Jess McMullin, The Police, and a few others whose names I don’t know who appeared on video; and the many authors of tweets and of articles other than those I assigned that I referenced during the course.
The course ended just last week, but I greatly miss teaching it already. I am very happy to have become a part of the AC4D community.