ABSTRACT
In order to develop the interpersonal and intercultural skills necessary to effectively engage teams and communities in the field of public interest design, it is important for us to look inward at the person doing the designing. How might teaching a student how to interrogate his/her own habits and mindsets influence their capacity to thrive in community-based work? This was the motivation behind the Transforming Mindsets curriculum, a four-year experiment introducing intrapersonal pedagogical practices to design education. The integrated and experiential curriculum looks to develop a student’s ability to be proactive and self-aware. Interpersonal capacities like collaboration skills and intercultural tools like empathy interviews can be greatly enhanced when supported by pedagogy that teaches students the mindsets and social-emotional skills to work with others. Evidence of the results was made visible through a research study that included self-reporting, interviews, and a post-studio follow up with students.
