Design Experiences as Pathways for Embracing Failure
Name
v004t04a011-detc2021-71419.pdf
Description
Published version
Size
2.22 MB
Format
Adobe PDF
Checksum (MD5)
d800febec603853bf1876342a47ef20d
Author(s)
Das, Madhurima
Yang, Maria C
Date Issued
August 17, 2021
Journal
Volume 4: 18th International Conference on Design Education (DEC)
Publisher
American Society of Mechanical Engineers
Citation
Das, Madhurima and Yang, Maria C. 2021. "Design Experiences as Pathways for Embracing Failure." Volume 4: 18th International Conference on Design Education (DEC).
Version
Final published version
Abstract
Abstract
There is a growing movement in engineering and industry for students and practitioners to learn to embrace failure and develop resilience. The design process is naturally full of iteration and failures that can inherently be leveraged as learning opportunities for students. This study establishes a set of failure-related interventions implemented in an introductory design course, and then examines potential links to students’ experiences and attitudes towards failure. These interventions included a failure-themed “speaker seminar” series, a virtual gallery of design mistakes (“mistake museum”), and the introduction of a prototype logger for students to intentionally reflect on each iteration of their own design projects, including what went wrong and what was learned from the iteration. Students found these interventions to be effective in gaining perspective on failure and learning to embrace it. Students’ perceptions of the openness to failure of the class, perceptions of the field of design’s openness to failure, and perceptions of their major’s openness to failure all changed significantly, while their perceptions of their own openness to failure and their academic institution’s openness to failure were unchanged over the duration of the design course. Students also self-reported that the reflective processes of logging prototypes made them feel more comfortable with failure.
There is a growing movement in engineering and industry for students and practitioners to learn to embrace failure and develop resilience. The design process is naturally full of iteration and failures that can inherently be leveraged as learning opportunities for students. This study establishes a set of failure-related interventions implemented in an introductory design course, and then examines potential links to students’ experiences and attitudes towards failure. These interventions included a failure-themed “speaker seminar” series, a virtual gallery of design mistakes (“mistake museum”), and the introduction of a prototype logger for students to intentionally reflect on each iteration of their own design projects, including what went wrong and what was learned from the iteration. Students found these interventions to be effective in gaining perspective on failure and learning to embrace it. Students’ perceptions of the openness to failure of the class, perceptions of the field of design’s openness to failure, and perceptions of their major’s openness to failure all changed significantly, while their perceptions of their own openness to failure and their academic institution’s openness to failure were unchanged over the duration of the design course. Students also self-reported that the reflective processes of logging prototypes made them feel more comfortable with failure.
MIT Department
Massachusetts Institute of Technology. Department of Mechanical Engineering
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1115/detc2021-71419
