In 2015 the d.school's Teaching & Learning team launched an annual yearbook to capture the work being done in the community. Lead by Carissa Carter and Mark Grundberg, the Yearbook was created to keep record of our unique academic experiences, document new learnings, and celebrate the instructors and students at the center of the d.school.
2020-2021
To our instructors, staff, supporters, and students: thank you. The feat of teaching and learning through a fully remote year is nothing short of extraordinary. You leveraged constraints of virtual learning and discovered new opportunities for design, new ways to build community, and new possibilities for our programs. Whatever your role in the d.school ecosystem, your contributions are felt. In a year where we were more separated than ever, we came together more than ever. It’s not simple to teach or learn during a time of crisis. Thank you for all you do to make the d.school and Stanford a thriving institution.
Redefining Interaction
Without a physical space, but with a whole new world of digital tools, our community found creative ways to reimagine meaningful interaction. In this section, we delve into how we took on the challenge of remote learning and working by building new ways to connect with one another. from within classrooms to behind the scenes. Spoiler alert: there’s a lot we’re going to take forward.
Pursuing Intention
Design is not a static process, but a dynamic, evolving set of methods to understand and tackle problems in the world. We must hold ourselves accountable to reflecting on and questioning the ever-changing ways in which we approach design and to the intended and unintended impacts of our work. Here we share our strides towards improving equity and inclusion and equipping students to be intentional, reflective designers.
Pushing Interdisciplinarity
When disciplines collide there is an opportunity for surprising, boundary-pushing ideas to emerge. From space to emerging technologies to healthcare, our students, staff, and community partners explored the magic of interesting intersections. This section details how we collaborated to learn from and with each other at unexpected nexuses.
Credits
Editor in Chief: Carissa Carter
Executive Editor: Adrienne Baer
Content curation, Data Acquisition and Analysis: Megan Stariha
Creative Direction, Art Direction, and Graphic Design: Daniel Frumhoff
Art Direction + Photography: Han Gibbons + Patrick Beaudouin
With Design Consulting support from: Nan Cao + Erica Holeman
All of the work we do is a collective effort and made possible by the d.school team, our teaching community, and the students we serve.
2019-2020
This year was… challenging. In March 2020 the COVID-19 pandemic sent us all home and changed our plans, to say the least. As a community, we came together and persevered. We pursued new ways of teaching, pivoted classes, and doubled down on taking care of each other. This yearbook is divided into the following three sections:
Behind the Curtain
In this section, you’ll find a sample of what happens behind the scenes of our curriculum and classes. Learn about the topics that we’ve explored this year, the projects we’ve launched, and the feelings and learnings we’ve had along the way.
In Front of the Transition
The COVID-19 pandemic forced us to transition from our traditionally in-person, highly hands-on and group work-oriented classes to an entirely remote and distributed way of teaching, learning, and working starting in March 2020. In this section we share how we took on this transition.
Within the Community
Community has kept us going, propped us up, and forced us to think hard about what we stand for, how we can be more equitable and inclusive, and how we support each other, especially when we are not able to be together. In this section, you’ll learn about the ways we’ve built community within the d.school, teaching teams, and amongst students.
Credits
Editor in Chief: Carissa Carter
Content curation, Data Acquisition and Analysis: Megan Stariha
Creative Direction + Visual Design: Daniel Frumhoff + Erica Holeman
Photography: Patrick Beaudouin
Section Intro Photography: Naila Ruechel
All of the work we do is a collective effort and made possible by the d.school team, our teaching community, and the students we serve.
2018-2019
2018-2019 was a year of definition and demonstration. We defined the landscape of our work, and found new ways to demonstrate our impact on students. We defined new tools for new mediums in new domains, and we demonstrated the hard work needed to craft design courses. We’ve bucketed our projects into the following three sections:
Pedagogical Push
Our pedagogical exploration of eight design abilities continues: Learn from Others, Rapidly Experiment, Synthesize Information, Build and Craft Intentionally, Navigate Ambiguity, Move Between Concrete and Abstract, Communicate Deliberately, and Design Your Design Work. But how do you structure a class around ability, not process? What is the latest, deepest, foggiest on ambiguity? All that and more in this section.
Content Crush
We went deep in 2018-2019. We explored emerging technologies as new mediums of design and built tools and workshops to make those mediums widely accessible, but also offered full quarter courses to push boundaries. We collaborated with Stanford’s Center for Ocean Solutions and supported three fellows that worked at the intersection of design and the oceans. And, we acted on a desire to offer more two-quarter classes.
Student Success
How do we know we’re making a difference for our students? What do they take with them beyond the walls of the d.school? What does design work look like in real life for our students after they graduate? How can something as simple as a seat affect learning? Read all about it and review our enrollment stats in the pages to come.
Credits
Editor in chief, design + layout: Carissa Carter
Content curation: Megan Stariha
Data acquisition and analysis: Megan Stariha
Photography: Patrick Beaudouin
Copy editors: Charlotte Burgess-Auburn, Bernie Roth, Megan Stariha
All of the work we do is a collective effort and made possible by the d.school team, our teaching community, and the students we serve.
2017-2018
Making this book helps us synthesize across the huge breadth of classes, activities, students, and ideas that happened at the d.school this year. We hope that as you read it, you’ll feel connected to people across our teaching and learning community, and generate ideas for collaborations and experiments of your own in the coming year.
2017-2018 was a year of synthesis, curriculum development, research, and sharing. We went deep on understanding ambiguity. We pursued year-long engagements with PhD students. We re-involved some former fellows. We collected data to understand our impact on students. We did a few other things too...
Intangible Terrain
This is the year of the intangibles. Our community engaged these design abilities–in particular Navigate Ambiguity, in many ways.
Collaborative Possibility
The space between people, disciplines, and ideas is the opportunity for design. Here we examine the great potential in overlaps.
Creative Contexts
We measure learning. We keep track of place. We try to make sense of people. We teach design to address the future contexts and creative pursuits of our students.
Credits
Editor in chief, design + layout: Carissa Carter
Content curation: Mark Grundberg
Data acquisition and analysis: Megan Stariha
Photography: Patrick Beaudouin, Jac Carlson
All of the work we do is a collective effort and made possible by the d.school team, our teaching community, and the students we serve.
2016-2017
The 2016-17 yearbook explores and shares a number of recent experiments involving many members of our large and wonderful teaching community. Each article addresses various aspects around these important themes:
Advancing experiential learning
We experimented with advancing our experiential learning practices in a number of new directions geographically, methodologically, and topically.
From process to ability
Our community has built on the design abilities platform in many ways this year, from running classes to teacher's lounge design sessions, synthesis with students and more.
Towards equity and inclusion
We explored equity and inclusion through courses, workshops, in the creation of new teaching artifacts, via teaching-specific grants, and more this year.
Credits
Your 2016-2017 Teaching + Learning team members are Carissa Carter and Mark Grundberg. We designed this yearbook and curated its content from the many authors shown throughout. Charlotte Burgess-Auburn was an invaluable chief editor. Stacey Gray, Sarah Stein Greenberg, and Emily Callaghan offered much-appreciated insight and feedback throughout.
Photographs are either by us, Patrick Beaudouin, or provided by the authors of individual articles.
All of the work we do is a collective effort and made possible by the d.school full-time team, our 115-member-strong teaching community, and the 1000+ students we serve.
2015-2016
The d.school's Teaching and Learning Yearbook is a new tradition we launched in the year of our tenth-ish anniversary to bring visibility to our teaching & learning at the d.school—especially our offerings for Stanford students.
The Yearbook illuminates who studies here and what they learn, who teaches here and what drives us, and the abilities and skills that we strive to instill in our students.
Your 2015-2016 Teaching + Learning team members are Carissa Carter and Mark Grundberg.