Introduction:

Design education is evolving beyond the boundaries of the classroom, and experiential learning is becoming increasingly vital and even more so for adult learners. While design students have traditionally focused on honing their skills within academic settings, collaborating with entrepreneurship students provides a unique opportunity to apply their knowledge in real-world contexts. This case study explores the challenges faced by the Master of Arts (MA) in Integrated Design program at the University of Baltimore and how they successfully addressed these challenges by fostering collaboration between designers and entrepreneurs.

The Challenges

• Finding Meaning: The traditional collaborative classroom approach often lacks real-world relevance. Simulated projects can feel detached from practical application and bringing “clients” into the work often dictates lesser opportunity for creativity. Employers seek designers who can solve real problems and understand the design process in a professional context.

• Gaining Experience: Internship experiences are crucial for career prospects, but they can be challenging for students juggling work, studies, and family responsibilities. Gaining valuable professional experience for many University of Baltimore student’s becomes a significant hurdle.

• Bridging Traditional Silos: Designers are often sidelined in business discussions and strategic planning. These silos - in both academia and the real-world - hinder creativity, innovation, and collaboration.

The Approach

To address these challenges, the University of Baltimore implemented a collaborative model that pairs MA students in Integrated Design with entrepreneurship students for a 1-semester experiential learning opportunity. We approached the challenges by taking the following actions:

• Strategic Partnership: We looked beyond our academic circle and built a partnership with the University’s business school through the Center for Entrepreneurship & Innovation. Students in the business fellowship are actively developing emerging businesses and often do not have the time or skills to build a foundational brand.

• Team Collaboration: Designers are put into carefully selected teams and assigned a client business for the semester. Working with real information and data from the client, and almost total creative freedom, design teams research, write, and design a process and style guide for their client. Faculty members act as art directors and liaisons bridging the designer/client gap.

• Outcome Delivery: Design teams create substantial business materials for the emerging entities based on market research, persona development and best-practices. They pitch their solutions to clients, faculty, administrators and outside evaluators at the end of the semester creating a pitch-like opportunity often absent from the classroom. Designers have significant works to include in their portfolios, along with a better understanding of business practices.

Conclusion

Collaborative experiential learning between designers and entrepreneurs not only addresses educational challenges but also prepares students for the real-world complexities of their respective fields. By breaking down traditional silos, educational institutions can provide valuable experiences that bridge the gap between academia and industry, benefiting students, educators, and future employers.

Personal Role: Initiated the strategic partnership, built co-creation materials, oversee student work

Timeline: January 2019 to present