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Good Design

- The trajectory of a human life -

Good design empathizes with human, nature, and human nature. Keyboards, eye glasses, and modern plumbing seamlessly weave in and out of people’s lives whenever they deem their functions to be necessary or desirable. A human life is composed around an individual’s most intense neuronal associations. People dwell on tragedies and aspire to be like those they admire. A person filters the world and develops these associative schemas at an aesthetic, sensory level and at a methodically rational level. As a result, the trajectory of a human life is an example of good design. Like all design, it seems invisible and, if done well, feels delightful.

Photo by Heather Tsai @ pocketheather.com

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The Drive to “Mind the Gap”

According to Karl Ulrich, design is conceiving of and giving form to artifacts that solve problems. We call these problems gaps. Here are 10 observations.

-1-

When a masseuse can earn more than a math major, how should higher education build conceptual acumen AND ‘trade’ skills?

-2 -

What are the biggest first world problems? (Hyper abundance; throw-away culture; lack of wanderlust; privileging the end > the means; egocentricity; commercialization of surface dreams; the patriarchy; big data > empathy; physical inactivity; air quality; urban road layout; disengaged charity) How do we prevent them from occurring in emerging markets?

-3-

In emerging markets, how can we build socioeconomically fortifying connections without being ridiculed for cultural imperialism?

-4-

How should we build literacy around audio+visual representation and the making of meaning?

-5 -

How can I stop habitually curling up when sleeping? (causes back problems)

-6-

At universities, should students graduate with a major and a mission?

-7-

Endless free advertising opportunity: drinking actual booze called “Responsibly”?

-8-

How can capitalist models encourage ethical relationship AND results-oriented decision-making?

-9-

At Wake Forest University, should students be able to apply to take certain WFU business courses? How can more Studio Art classes be made available and more appealing to freshmen?

10. How should we expand exposure to the variety of answers to the question,
“What do you want to be when you grow up?”

Why are children always asked, ”What do you want to be when you grow up?” Probably because there are endless options, and that adults themselves are still looking for ideas. The average kid tends to default to a generic answer: doctor, teacher, lawyer, policeman, or someone famous. Very rarely do individuals fall into these generic careers. Not until college is the overwhelming variety of options introduced. Biomechanical industrial engineer, financial analyst, hacktivist, green collar worker, nutritionist, bookworm academic, Japanese culture consultant, cupcake sprinkler... Even in one’s 20s, these options seem to extend only as far as the college's established networks and recruiters. The earlier someone discovers the details of his/her dream job, the better he/she can plan the pathway toward a specific yet unique career. The lack of perceived options at an early age likely leads many young adults to scramble in the job search and work in an environment that doesn’t ‘fit’ the individual.

The economic costs of organization-individual mismatch is high; Gallup estimates that within the U.S. workforce, lack of employee engagement can cost employers more than $300 billion in lost productivity alone. A recent Gallup survey reported that 29% of U.S. employees are engaged or “passionate” about their work, 56% are not engaged or “checked out,” and 15% are actively disengaged or “vocally unhappy about their work.”

Problem Definition

User Needs

The results of interviewing 3 parents, 2 college-aged students, and 2 K-12 students face-to-face.

1. Inexpensive
2. Enjoyable to use
3. Aligned with family values
4. Not put too much pressure on young children
5. Not discourage intellectual curiosity and risk-taking
6. Lend children a sense of purpose
7. Maybe make aware of different $ earning potentials
8. !Seem “familiar”
9. Let children aim high
10. Exciting, elaborative visuals
11. Convenient
12. Delightful
13. More functional than personality tests/career placement forms
14. Customizable/interactive
15. Identify real, successful individuals in those fields
16. Make the world seem more open not closed or overwhelming
17. Motivate people to spread word
18. Make it socially acceptable
19. Focus on high school
20. Show aspirational examples
21. Please parents, teachers
22. Be globally-minded
23. Not feel gendered
24. Make sure options are “useful” paths
25. Customizable/interactive
26. Encourage deep learning and understanding
27. Put various industries into perspective
28. !Be simple, uncluttered
29. Visually striking
30. !Encourage active decision-making and reflection