Minneapolis College of Art and Design

About: Minneapolis College of Art and Design is a education organization based out in Minneapolis, Minnesota, United States. It is known for research contribution in the topics: Design education & Virtual reality. The organization has 14 authors who have published 20 publications receiving 328 citations. The organization is also known as: Minneapolis School of Fine Arts & MCAD.

Variations in student learning in an inquiry-based freshmen electrical engineering course

Abstract: In this work, effects of inquiry cycles on freshmen engineers are evaluated. In particular reflection based methods are studied and discussed. The paper summarizes our early findings of a phenomenographical analysis of student reflections. A first year engineering course was designed as Deweyean inquiry-base class allows freshmen engineers to think, learn and engage with old and new concepts while developing aptitude for systematic thinking, problem solving and critical thinking. students' reflections were analyzed at different points in time during the semester and selected keywords were phenomenographically classified into superficial and deep learning. Our assessment shows that most students were initially in the lower stages of learning and describing, and by adopting reflective practices students could move to higher learning stages. However, design of reflection questions and instruction styles do need to be modified to assist superficial learners to modify their learning methods.

Poster: A Designer’s Approach to Scientific Visualization: Visual Strategies for Illustrating Motion Datasets

Abstract: We present a case study incorporating the process of ideation of an experienced graphic designer into the workflow of a team of programmers to improve scientific visualization methods. Our work highlights the current opportunities and reports on the process we have adopted for beneficial collaboration between designers, computer scientists, and other collaborators. The specific design problem we address is creating illustrative visualization rendering algorithms for describing complex motion data, such as those analyzed in studies of human biomechanics.

Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens

Abstract: The purpose of this chapter is to introduce the design concept of framing and the ways in which student affairs practitioners can apply the process of reframing in their work with students and in their assessment efforts. Similar to the way designers use frames to define the problem situation, students can be prompted and coached to view their curricular and co-curricular learning experiences in new ways. This chapter applies learning sciences theory and design concepts to student affairs assessment practice, beginning with the importance of reframing for student affairs and student learning. The chapter then employs transformative learning theory and Fink's taxonomy to understand and explain the use and importance of reframing. The authors utilize literature from the design and architecture fields to describe and illustrate the concept of reframing, drawing parallels to how student affairs practitioners can apply these concepts to assess and improve student learning.

A user study to understand motion visualization in virtual reality

Abstract: Studies of motion are fundamental to science. For centuries, pictures of motion (e.g., the revolutionary photographs by Marey and Muybridge of galloping horses and other animals, da Vinci's detailed drawings of hydrodynamics) have factored importantly in making scientific discoveries possible. Today, there is perhaps no tool more powerful than interactive virtual reality (VR) for conveying complex space-time data to scientists, doctors, and others; however, relatively little is known about how to design virtual environments in order to best facilitate these analyses.

“I thought it would be a lot less thinking”: Variations in Students’ Conceptions of Architecture from a Beginning Architectural Design Course

Abstract: The purpose of this study was to describe the qualitatively different ways students conceptualize design and architecture by examining the relationship of these conceptions and students’ backgrounds and pre-course experiences. These understandings provide context for developing curricula and teaching practices that leverage students’ preconceptions as foundations for new architectural design knowledge.