Abstract
“Wicked problems,” as coined by Horst Rittel, are “difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize.” Design thinking, a holistic process based on ethnographic research and iteration, has proven to be a useful approach to solving these multi-faceted problems. However, there are many deterrents to setting up a classroom environment conducive to wicked problem solving. Too frequently, design educators overemphasize technical skills, siloed academic structure prohibits collaboration, and rigid curricula leave no room for interdisciplinary courses. The Richmond Institute for Design and Innovation offers a BFA in product design. The degree is transdisciplinary and interdisciplinary, requiring courses in art, design, engineering, and business. This paper explores the transdisciplinary approach offered by Western Michigan University and several other design programs, documents their successes and failures, and proposes approaches for emerging design programs.
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