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Design Technology

A career built on form and function, what you'll learn.

The Design Technology program at Ivy Tech offers the latest hardware and software and emphasizes technical rigor and design foundations. Working with their academic advisors, students can select the elective courses that fit their desired career path, with subjects such as:

• Mechanical design
• Architectural design
• Computer graphics

Career Options

Ivy Tech's Design Technology program prepares students to work in fields like the architecture, construction, industry and computer graphics. Depending on the degree, certificate and electives they choose, graduates can pursue careers like:

• Drafting technician or designer
• Technical designer
• Architectural designer
• Mechanical designer
• Graphic designer

Degree Types Offered

• Note: Program availability varies by location and not all program tracks are offered at each campus/location.

Industry-Driven Education

Industry partners from throughout Indiana help shape the education that Ivy Tech Design Technology program students receive. These partners also provide internship, co-op and employment opportunities.

Cutting-Edge Equipment

Students in Ivy Tech's Design Technology program use the latest design tools to put their newly learned skills to work. Labs feature:

• 3D technologies
• Laser cutting
• Physical prototype/model building

Associate Degree – Career-Ready Degree

Associate of applied science (aas).

The Ivy Tech Associate of Applied Science (AAS) in Design Technology degree program teaches students about several key areas of design:

• Architecture
• Graphic design

Students learn about the software and design techniques and tools for each field.

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Time to Complete

Ivy Tech's AAS in Design Technology degree program requires 60 credit hours, or four semesters, to complete.

Earn a Certificate on the Way to Your Associate Degree

A recommended path to the AAS degree in Design Technology is to complete one of the short-term certificates or a long-term certificate while working toward the degree. The certificates are designed to provide gateways toward entry-level design technology careers existing in the local industry. 

Short-term certificates:

• Architectural Design

Computer-Aided Design

• Computer Graphics
• Mechanical Design

Long-term certificate: 

The required 60 credit hours include:

• 17 general education course credits
• 42 program-specific course credits
• 1 student success credit (college requirement)

View Course Descriptions

Search Upcoming Courses

Completion Guide

A completion guide provides the recommended path to graduation, broken out by 8-week terms. For students taking fewer classes at a time, the courses are numbered to show the overall number that will be taken.

View Design Technology AAS Completion Guide

Please consult with your advisor to determine which classes are the best option for you to take. Completion guides may vary by campus/location.

Class Formats

The Design Technology AAS at Ivy Tech presents courses through traditional, in-person learning and by online (virtual and online-only) and hybrid (blended or learn anywhere) instruction.

Sample Careers

The AAS in Design Technology prepares students for careers as drafting technicians and designers, working in environments such as:

• Product development teams
• Architectural firms
• Construction companies
• Manufacturing facilities
• Biotech companies
• Fire safety teams
• Machine shops

Program Learning Outcomes

Program Learning Outcomes (PLOs) are the competencies that Ivy Tech students should be well versed in upon graduating from the program.

Associate Degree – Transferable Degree

Associate of science (as).

The Ivy Tech Associate of Science (AS) in Design Technology degree program includes a design skills core as well as elective courses. Students can choose from electives such as:

• Computer-Aided Design/Computer-Aided Manufacturing (CAD/CAM)
• Civil design

Additionally, students in the associate of science program take general education courses that help prepare them for transfer to a four-year college or university. You can save upward of $10,000 by completing your first two years at Ivy Tech and then transferring!

Our Design Technology program currently has partnerships with two schools so you can seamlessly transfer without losing your credits or time:

• Indiana University-Purdue University Indianapolis (IUPUI)
• Indiana Wesleyan University

Talk to our transfer advocates for information about continuing your education after completing your associate degree at Ivy Tech. You are also encouraged to contact the university to which you plan to transfer. Note that admission is not guaranteed just by enrolling in the Design Technology program. You will need to be admitted to the institution you intend to transfer to.

Ivy Tech's AS in Design Technology degree program requires 60 credit hours, or four semesters, to complete.

A recommended path to the AS degree in Design Technology is to complete one of the short-term certificates or a long-term certificate while working toward the degree. The certificates are designed to provide gateways toward entry-level design technology careers existing in the local industry. 

The 60 credit hours required for the AS in Design Technology include:

• 31 general education course credits
• 28 program-specific course credits

View Design Technology AS Completion Guide

Class Format

The Design Technology AS at Ivy Tech presents courses through hybrid (blended or learn anywhere) instruction.

Graduates of the AS in Design Technology at Ivy Tech can pursue careers such as:

• Draftsperson

These professionals work in roles related to:

• Engineering product development
• Construction
• Property development
• Interior design
• Drafting supervision

Long-Term Certificate known as a Technical Certificate (TC)

Ivy Tech's Design Technology Technical Certificate (TC) provides students with design tool knowledge and skills. The program also features general education courses and the option to focus on mechanical or architectural design.

Electives range from advanced manufacturing, to robotics, to 2D animation.

The Design Technology TC requires 31 credit hours, or two semesters, to complete.

Building on Your Certificate

If your goal is to earn an associate degree in Design Technology, you can earn this technical certificate on your way. The certificate is designed to provide a gateway into entry-level design technology careers. That means you may be able to enter the workforce in your desired field even before you graduate, if your plan includes working while you’re in school.

The 31 required credit hours in the Ivy Tech Design Technology TC include:

• 6 general education course credits
• 24 program-specific course credits

View Design Technology TC Completion Guide

Design Technology TC courses may be presented in the following formats:

• In-person, traditional
• Hybrid (learn anywhere)

Graduates can pursue careers as a designer or a draftsperson. These professionals work in:

Short-Term Certificates known as Certificates (CT)

Ivy Tech's Architectural Design Certificate (CT) provides students with education and training in software design tools. The program also focuses on the application of these tools in architectural design.

Graduates of this program can stand out to design technology employers while also setting the stage to pursue a technical certificate or associate degree.

The Architectural Design CT requires 18 credit hours, or two semesters, to complete.

If your goal is to earn a technical certificate or associate degree in Design Technology, you can earn this certificate on your way. The certificate is designed to provide a gateway into entry-level design technology careers. That means you may be able to enter the workforce in your desired field even before you graduate, if your plan includes working while you’re in school.

The 18 required credit hours for the Ivy Tech Architectural Design CT include:

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View Architectural Design CT Completion Guide

Architectural Design CT courses may be presented in the following formats:

This CT prepares students the following careers:

• Architectural drafting technician

These professionals work in fields such as:

Graduates could start their own business, or they could work for an architectural design firm.

Ivy Tech's Computer-Aided Design (CAD) Certificate (CT), previously called a certificate, provides education and training on:

• Software design tools
• 3D printing

The Computer-Aided Design CT requires 18 credit hours, or two semesters, to complete.

The 18 required credit hours for the Ivy Tech Computer-Aided Design CT include:

View Computer-Aided Design CT Completion Guide

Computer-Aided Design CT courses may be presented in the following formats:

Graduates of the Ivy Tech Computer-Aided Design CT program can begin a career in architecture or mechanical drafting. Working in roles such as designer or draftsperson, these professionals typically work in:

Ivy Tech's Computer Graphics Certificate (CT) provides students with education and training on graphics programs and design principles. Among the graphics programs featured are:

• Illustrator

The Computer Graphics CT requires 18 credit hours, or two semesters, to complete.

The 18 required credit hours for the Ivy Tech Computer Graphics CT include:

View Computer Graphics CT Completion Guide

Computer Graphics CT courses may be presented in the following formats:

Graduates of this certificate program can pursue careers as graphic designers. They can start their own businesses, or they can work for graphic design firms.

Ivy Tech's Mechanical Design Certificate (CT) provides education and training on software design tools and how they work in mechanical design.

The Mechanical Design CT requires 18 credit hours, or two semesters, to complete.

The 18 required credit hours for the Ivy Tech Mechanical Design CT include:

View Mechanical Design CT Completion Guide

Mechanical Design CT courses may be presented in the following formats:

Graduates could enter the mechanical drafting field, or they could work in a machine shop or engineering tech firm. Positions include:

• Mechanical drafting technician

These professionals work for:

• Engineering teams
• Heating, ventilation and air conditioning ( HVAC)
• Automotive businesses

Program Details

Design Technology is offered at 14 Ivy Tech locations in Indiana. Each location offers a unique combination of certificate and degree options:

CT — Certificate (short-term); TC — Technical Certificate (long-term); WFC — Workforce Certification.

Is Design Technology Right for Me?

Design technology professionals play an important role in creating items that we use every day. They're the ones who design these items before they go into production. 

The field offers a variety of opportunities working for employers like architectural firms, construction companies and machining companies. Graduates also can start their own design businesses.

Successful design technology students and professionals typically have traits like:

• Enjoys working on the computer
• Likes to find creative solutions to problems
• Interested in new design approaches
• Wants to learn about design tools and fundamentals

Sound Like You?

If you identify with the career opportunities and traits above, design technology may be the path for you! Take the next step to get started or speak with your local advisor to learn more.

Prerequisite Courses for Design Technology

Students coming to Ivy Tech with their high school diploma or equivalent can start straight into the degree program without completing any prerequisite courses as long as they are considered college ready by the  knowledge assessment .

No Expiration of Credits

There is no expiration date for course credits that were earned in previous years from Ivy Tech Community College.

Transfer Credit for Prerequisite Courses

Prerequisite courses completed at colleges other than Ivy Tech will only be considered for general education selection points if transfer credit has been awarded and courses appear on the Ivy Tech transcript prior to the application deadline.

TR grades are not recognized by the online application. It is the applicant’s responsibility to ensure that transfer credit has been awarded and that TR grades are updated to transfer letter grades (TA, TB, TC) on their Ivy Tech transcript.

It is recommended that college transcripts be submitted to the Registrar’s office for evaluation and transfer credit at least four weeks prior to the program application deadline to ensure adequate time for processing.

Design Technology Courses

Descriptions of design technology courses can be found in our online course catalog. View required classes and course descriptions for:

• Associate of Applied Science
• Associate of Science
• Design Technology (TC)
• Computer Aided Design

Upcoming Classes

See when specific classes will be offered by searching our class list in Schedule Builder. First, select the semester you’re looking for and then enter the name of the class in the search bar. 

Search for Upcoming Classes

If you’re a current student, upcoming classes are easy to find in Schedule Builder in MyIvy.

Depending on the degree or certificate program, Design Technology courses may be presented in the following formats:

Applying to Ivy Tech is Free & Easy

The Ivy Tech application is free and easy—you don’t need a certain test score, GPA, or class rank to get started at Ivy Tech. Applying takes about 10-15 minutes and can be completed entirely online.

No Application Deadlines

Ivy Tech does not have a deadline for admission. Our 8-week class sessions start throughout the year—in January, March, June, August, and October—and there is no hard deadline for applying for any of the start dates. It's important, though, to apply early enough that you'll be able to complete all the degree planning, financial aid, and registration activities that need to happen before your first day. We recommend you apply about one month before you intend to start classes.  See upcoming start dates

Steps to Apply

(1) apply to ivy tech.

If you’ve never applied to Ivy Tech Community College before (or if it’s been two years since you last attended classes here), y our first step is to apply to Ivy Tech. You can apply online or in person. To apply in person, reach out to   your local admissions team  and arrange a meeting. Or, stop by any campus on any Tuesday for  Tuesdays@TheTech  to receive personal assistance with applying and registering for classes.

(2) Submit Assessment Documents

After you submit your application, you'll be asked to upload documentation—such as SAT/ACT/PSAT scores or high school and college transcripts—that can assess your readiness for college-level coursework and help us make sure you are taking classes that are the right fit for you. How to upload assessment documents

If you don't have your scores or transcripts at your fingertips, don’t worry. Go ahead and submit your application. You can go back to upload assessment documents at any time until the end of the term for which you applied.

(3) Look for a Confirmation Email

Once your application is processed, you will receive a confirmation email at the email address provided on your application. Typically the email will arrive within 1-2 business days of submission, but during peak processing periods (April-June) could take up to 5-10 business days.

The email will contain instructions on how to register for classes, as well as important information regarding your Ivy Tech student portal ( MyIvy account ), tuition, payment options, and more.

(4) Create an Account in MyIvy

MyIvy is Ivy Tech's online student portal. Students use MyIvy to check e-mail, register for classes, pay tuition, manage financial aid, get the latest news and announcements, and much more. MyIvy also contains "QuickLinks" to the Ivy Tech websites and online tools you will use most often. Learn more about MyIvy

For first-time user instructions and other MyIvy tips: View/Print MyIvy Help Sheet

(5) Course Placement

Before you can register for classes you will need to submit documentation or complete an assessment test. Your test scores can help us determine the best English and math starting classes for you.  See the Test Score Course Placement Chart

If you submitted assessment documentation during the application process, your advisor will likely be able to work with those documents to determine course placement and you won't need to take any further steps. If you don't have any of those documents or the scores don't meet minimum thresholds, don’t worry! Your advisor will direct you to complete our free Knowledge Assessment  to help develop your customized learning path to better prepare you for courses. 

(6) Register for Classes

Once you have completed the steps above, you may register for classes. Ivy Tech students register for courses using the Schedule Builder tool which can be accessed within   MyIvy . If you are a new, first-time Ivy Tech student, we recommend that you meet with   your advisor  who will help you develop your Academic Completion Plan and help you sign up for courses that are the best fit for you.

For a complete list of registration steps, including detailed registration steps, deadlines, and information about holds, withdrawals, waitlists, and refunds, visit our  Registration 101  page.

(7) Pay Your Tuition

After registering for your courses, your bill can be viewed in your   MyIvy  account > Student Dashboard- > View/Pay Balance. Payments can also be made in your  MyIvy  account. For complete information about payments, including payment options, payment plans, how to make immediate payments, due dates, information about refunds, and more, visit our  Payments  page.

Local Program Contacts & Info

April Bledsoe, MSE Program Chair [email protected] 812-330-6319

The Design Technology program at Ivy Tech Bloomington is accredited by the Association of Technology, Management, and Applied Engineering (ATMAE).

For more information, contact:

Patrick Walters Program Chair (812) 374-5305 [email protected]

Tracy Pace Environmental Design and Design Technology Department Chair 812-492-0323 [email protected]

Michael McKinley Department Chair-MTTC & DESN [email protected]

Contact Us to Learn More

Jianren Rong Program Chair [email protected]

Mary Kennell Program Chair 765-269-5320 [email protected]

Mark Cauble Program Chair & Associate Professor Design Technology 812-537-4010 ext. 7257 [email protected]

George Tackett Program Chair [email protected]

Brandon Gonzales Program Chair [email protected]

Dean, Alan Taylor

a taylor [email protected]

812-246-3301 ext 134182

James Freygan

Jason Gordon, Department Chair [email protected]

Find Local Admissions Contact Info

Don't see a nearby Admissions location? Call 1-888-489-5463 and we'll get you started.

Monday–Friday, 8 a.m. to 5 p.m. ET

765-643-7133 askanderson@ivytech.edu

Fax: 765-648-2755

Monday–Thursday, 8 a.m. to 5 p.m. ET Friday, 8:30 a.m. to 4:30 p.m. ET

812-934-3954 R11express@ivytech.edu

Batesville Admission Office 1 Ivy Tech Drive Batesville, IN 47006

Fax: 812-934-4590

Visit our office by appointment Monday - Thursday 8 a.m. to 5 p.m. ET Fridays 9 a.m. to 4 p.m. ET

812-330-6013 bl-info@ivytech.edu

Bloomington Admissions 200 Daniels Way Bloomington, IN 47404

Virtual Meetings Available by Appointment Call  812-330-6013 Meet the Bloomington Admissions Team→

AskColumbus@ivytech.edu

Columbus Admissions Office 4475 Central Avenue Columbus, IN 47203

Please contact Admissions at our full-service campus located in Richmond .

Please contact Admissions at our full-service campus located in Lafayette .

Monday–Thursday, 8 a.m. to 6 p.m. CT Friday, 8 a.m. to 5 p.m. CT

lakecounty-admissions@ivytech.edu

Lake County at Crown Point Admissions 9900 Connecticut Drive Crown Point, IN 46307

219-392-3600 lakecounty-admissions@ivytech.edu

Lake County at East Chicago Admissions 410 East Columbus Drive East Chicago, IN 46312

Fall 2023 Office Hours Monday–Thursday: 8 a.m. to 7 p.m., after 7 p.m. by appt. Friday: 9 a.m. to 4 p.m. Saturday: Virtual 9 a.m. - 12 p.m. only Open Saturdays: 9 a.m. – 12 p.m during the following dates: October 14, 21; December 9, 16; January 6, 13; March 16 To make an appointment to meet with a specific advisor at a particular time, please send an email at least two days in advance.

574-830-0375 , ext. 6858 asksouthbendelkhart@ivytech.edu

Elkhart Admissions Office 22531 County Road 18 Goshen, IN 46528

To meet with an admissions or academic advisor please use the link below:

https://ivytech.zoom.us/my/sbeenrollmentadvising

Monday–Thursday, 9 a.m. to 6 p.m. ET Friday, 9 a.m. to 5 p.m. ET

Enrollment Services/Student Affairs Hours: Effective January 2024: Mondays and Tuesdays: 8 a.m. – 6 p.m. Wednesday and Thursdays: 8 a.m. - 5 p.m. Fridays: 9 a.m. - 5 p.m. First week of classes in January and August: 7:30 a.m. – 6 p.m.

812-429-1435 evansville-admissions@ivytech.edu

Evansville Admissions Office 3501 N First Avenue Evansville, IN 47710

Fax: 812-429-9878

Monday–Thursday, 8 a.m. to 5 p.m. ET Friday, 9 a.m. to 4 p.m. ET

260-480-4268 fortwayne-sasupport@ivytech.edu

Fort Wayne Admissions Office 3701 Dean Drive, Student Life Center, Room SL 101 Fort Wayne, IN 46835

Monday–Thursday, 9 a.m. to 6 p.m. ET

317-916-6301 AskFranklin@ivytech.edu

Franklin Admissions Office 2205 McClain Drive Franklin, IN 46131

Lake County at Arts & Science Building Admissions 3491 Broadway Gary, IN 46409

Monday–Friday, 8 a.m. to 4:45 p.m. ET

765-653-7410 mfrank35@ivytech.edu

Greencastle Admissions 915 S Zinc Mill Road Greencastle, IN 46135

Virtual On-Demand Service : Video | Voice | Chat Monday–Friday | 8 a.m. to 4:45 p.m. ET Enter Zoom Room →

Please contact Admissions at our full-service campus located in Columbus .

Monday–Friday, by Appointment Only

317-921-4300

Hamilton County Admissions Office 300 N. 17th Street Noblesville, IN 46060

Sign Up to Get a Call Back →

Zoom Video Call Email [email protected] to schedule.

Contact: [email protected]

Monday - Friday from 8 a.m. - 5 p.m.

1-888-489-5463

Indianapolis Admissions Office 50 W. Fall Creek Parkway N. Indianapolis, IN 46208

Join the line for virtual assistance →

Monday–Thursday, 8 a.m. to 6 p.m. ET Friday, 9 a.m. to 5 p.m. ET Or by appointment

765-459-0561 kokomo-enrollment@ivytech.edu

Kokomo Admissions Office 1815 E Morgan Street Kokomo, IN 46901

Please contact Admissions at our full-service campus located in Valparaiso .

Monday, Wednesday & Thursday, 8 a.m. to 5 p.m. ET Tuesday, 8 a.m. to 6 p.m. ET Friday, 9 a.m. to 5 p.m. ET

765-269-5200 lafayette-admissions@ivytech.edu

Lafayette Admissions Office 3101 S Creasy Lane Ivy Hall 1233 Lafayette, IN 47905

Lake County has 3 full-service locations. Select a location below to see contact information for their Admissions department.

• Crown Point
• East Chicago

Monday–Friday, 8 a.m. to 4:30 p.m. ET

Lawrence Admissions Office 9301 East 59th Street Indianapolis, IN 46216

For School of Health Sciences inquiries: Elinor Sutton 9301 E. 59th Street, Suite 329 Indianapolis, IN 46216 317-921-4800 ext 084451 [email protected]

812-537-4010 ext. 5305 R11express@ivytech.edu

Lawrenceburg Admissions Office 50 Walnut Street Lawrenceburg, IN 47025

Fax: 812-537-0993

Logansport Admissions Office 1 Ivy Tech Way Logansport, IN 46947

Monday–Thursday, 8 a.m. to 5 p.m. ET Friday, 8 a.m to 4:30 p.m. ET

812-265-2580 , ext. 4121 etingle2@ivytech.edu

Madison Admissions Office 590 Ivy Tech Drive Madison, IN 47250

Monday, Thursday, and Friday, 8 a.m. to 5 p.m. Tuesday and Wednesday, 8 a.m. to 6 p.m.

765-651-3100 , ext. 3418 marion-admissions@ivytech.edu

Marion Admissions Office 261 Commerce Drive Marion, IN 46953

Zoom Video Call Call 765-651-3100, ext. 3418 to schedule an appointment.

K–14 Initiatives Monday–Friday, 8 a.m. to 5 p.m. 765-651-3100, ext. 3418 [email protected]

765-289-2291 , ext. 1233 askmuncie@ivytech.edu

Muncie Admissions Office 125 S High Street, Ball Building, 2nd Floor Muncie, IN 47305

Fax: 765-282-2414

765-599-2613 , ext 4026 askmuncie@ivytech.edu

New Castle Admissions Office 3325 IN-3 New Castle, IN 47362

Please contact Admissions at our full-service campus located in Sellersburg .

Please contact Admissions at our full-service campus located in Kokomo .

765-966-2656 , ext. 1202 richmondenrollment@ivytech.edu

Richmond Admissions Office 2357 Chester Boulevard Richmond, IN 47374

Zoom Video Call Call 765-966-2656, ext. 1202 to schedule an appointment.

Fax: 765-962-3775

Monday, Wednesday, Thursday, 8 a.m. to 5 p.m. ET Tuesday, 8 a.m. to 6 p.m. ET Friday, 7:30 a.m. to 4 p.m. ET

812-246-3301 , ext. 4504 seladm@ivytech.edu

Sellersburg Admissions Office 8204 Highway 311, Pfau Hall, Room A2 Sellersburg, IN 47172

Virtual On-Demand Service (video, voice, or live chat) : Monday, Wednesday, Thursday, 8 a.m. to 5 p.m. ET Tuesday, 8 a.m. to 6 p.m. ET Friday, 7:30 a.m. to 4 p.m. ET

Enter Zoom Room →

Fall 2024 Office Hours Monday–Thursday: 9 a.m. to 6 p.m. Friday: 9 a.m. to 4 p.m. Saturday: 9 a.m. - 12 p.m. In-Person Saturdays March 16th: 9 a.m. - 1 p.m. June 1st: 9 a.m. - 1 p.m. June 15th: 11 a.m. - 2 p.m.

574-289-7001 , ext 6858 asksouthbendelkhart@ivytech.edu

South Bend Admissions Office 220 Dean Johnson Blvd. South Bend, IN 46601

812-547-7915

Tell City Career and Technology Center 1034 31st Street Tell City, IN 47586

Fax: 812-547-7916

812-298-2280 acox87@ivytech.edu

Terre Haute Admissions 8000 S Education Drive Terre Haute, IN 47802

askvalparaiso@ivytech.edu

Monday to Friday, 8 a.m. to 5 p.m. ET

574-316-4325 jlackey20@ivytech.edu

Warsaw Admissions Office 2545 Silveus Crossing Warsaw, IN 46582

Questions About the Program?

Future students.

If you’re not yet an Ivy Tech student, contact us at 1-888-489-5463 and we’ll be happy to help.

Current Students

Contact your academic advisor, who can answer any questions you have about the Design Technology program and your certificate and degree options.

Find Local Advising Contact Info

Don't see a nearby Advising location? Call 1-888-489-5463 and we'll get you started.

Batesville Advising 1 Ivy Tech Drive Batesville, IN 47006

Monday–Thursday, 8 a.m. to 5 p.m. ET Friday, 9 a.m. to 4 p.m. ET By Appointment

812-330-6013 , Option #2 bl-advisingcenter@ivytech.edu

Bloomington Advising 200 Daniels Way Bloomington, IN 47404

Email to set up an appointment: [email protected]  

Monday–Thursday, 8:30 a.m. to 5 p.m. ET Friday, 10:00 a.m. to 4:30 p.m. ET

Janet Sharp 812-900-4772 [email protected]

Columbus Advising 4475 Central Avenue Columbus, IN 47203

765-825-9394 , ext. 6121 cbottomley2@ivytech.edu

Connersville Advising 717 W 21st Street Connersville, IN 47331

Fax: 765-825-4516

Phone and Zoom meetings available by request. Call 765-825-9394, ext. 6121 .

Call for availability

765-269-5682 aclark505@ivytech.edu

Crawfordsville Advising 2255 Phil Ward Boulevard Crawfordsville, IN 47933

Monday & Tuesday, 8 a.m. to 7 p.m. CT Wednesday, 1 p.m. to 5 p.m. CT Thursday, 8 a.m. to 5 p.m. CT

219-392-3600 LakeCounty-advising@ivytech.edu

Lake County at Crown Point 9900 Connecticut Drive Crown Point, IN 46307

Spring 2024 Office Hours Monday–Thursday: 8 a.m. to 7 p.m. Friday: 9 a.m. to 4 p.m. Saturday: Virtual 9 a.m. - 12 p.m. Open Saturdays: 9 a.m. – 12 p.m during the following dates: March 16th, June 1st

574-830-0375 asksouthbendelkhart@ivytech.edu

Elkhart Advising 22531 County Road 18 Goshen, IN 46528

812-492-0531 evansville-advisingcenter@ivytech.edu

Evansville Academic Advising Center 3501 N First Avenue Evansville, IN 47710

Sign Up for a Call Back Fax: 812-429-9878

Monday–Thursday, 8 a.m. to 6 p.m. ET Friday, 9 a.m. to 4 p.m. ET

260-480-4125

Fort Wayne Advising 3701 Dean Drive, Harshman Hall, Room 1015 Fort Wayne, IN 46835

Academic Advisors by Program

Fax: 260-480-4252

Monday–Thursday, 7:45 a.m. to 9 p.m. ET Friday, 8 a.m. to 5 p.m. ET

765-269-5820 hwunder@ivytech.edu

Frankfort Advising 251 E Clinton Street Frankfort, IN 46041

Mon-Thurs 8 a.m.-5 p.m. ET Fri 10 a.m.-5 p.m. ET

[email protected]

Franklin Advising 2205 McClain Drive Franklin, IN 46131

Lake County Advising at Gary 3491 Broadway Gary, IN 46409

765-653-7410 ahooping@ivytech.edu

Greencastle Advising 915 S Zinc Mill Road Greencastle, IN 46135

Please contact Advising at our full-service campus located in Columbus .

Advising by Appointment Monday, Wednesday, and Thursday 8:30 a.m. to 5 p.m. ET Tuesday, 8:30 a.m. to 6 p.m. ET Friday, 9 a.m. to 4:30 p.m. ET

317-921-4300 askhamiltoncounty@ivytech.edu

Hamilton County Advising Center 300 N. 17th Street Noblesville, IN 46060

Advising Team Ginny Leonard, Director of Academic Advising  Advisor for: Exploratory/Undecided students [email protected] 

Jenny Atkisson, Academic Advisor   Advisor for: School of Business, Logistics and Supply Chain programs, School of Public and Social Services programs, and Psychology [email protected]

Chris Waltz, Academic Advisor Advisor for: General Studies, Liberal Arts and Education [email protected]  

Nicole DeSalle, Academic Advisor   Advisor for: School of Advanced Manufacturing, Engineering and Applied Science and School of IT [email protected]

Monday–Thursday, 8 a.m. to 5 p.m. ET Friday, 9 a.m. to 5 p.m. ET

(317) 917-5715 Indy-Advising@ivytech.edu

Indianapolis Advising 50 W. Fall Creek Parkway N. Indianapolis, IN 46208

Meet your advisors and learn more!

765-459-0561 Kokomo-Advising@ivytech.edu

Kokomo Advising 1815 E Morgan Street Kokomo, IN 46901

Please contact Advising at our full-service campus located in Valparaiso .

765-269-5630 lf-advisingcenter@ivytech.edu

Lafayette Advising 3101 S Creasy Lane Ivy Hall 2117 Lafayette, IN 47905

Lake County has 3 full-service locations. Select a location below to see contact information for their Advising department.

Please contact Advising at our full-service campus located in Indianapolis .

Lawrenceburg Advising 50 Walnut Street Lawrenceburg, IN 47025

Monday–Friday, 8 a.m. to 5 p.m. ET Or by appointment

Logansport Advising 1 Ivy Tech Way Logansport, IN 46947

Monday & Wednesday , 8 a.m. to 5 p.m. ET Tuesday & Thursday, 8 a.m. to 5:30 p.m. ET Friday, 8 a.m. to 4:30 p.m. ET

812-256-2580 , ext. 4502

Madison Advising Center 590 Ivy Tech Drive Madison, IN 47250

Fax 812-265-4028

Zoom Video Calls Available by appointment only. Call 812-256-2580, ext. 4502 to make an appointment. 

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Design Thinking Cornell Certificate Program

Overview and courses.

In this program, you will master a robust, human-centered approach to designing and improving products, experiences and systems at any scale. Working either on your own or with a team of your choosing, you’ll start by defining the problem or challenge you seek to address and then gather key user insights and emotions that will help you develop personas and user narratives. From there, you’ll move into idea generation and rapid prototyping for potential solutions and improvements. Informed by testing and analysis, you’ll learn to iterate on and refine your prototype using design thinking methodology to ultimately generate a rigorous, viable design solution.

Throughout the courses, you will leverage design thinking to create a constant interplay of intuitive and data-driven decision making.

In order to be successful in this program students will need to be familiar with descriptive statistics visualization such as graphing in excel or another comparable application.

Course list

• Identifying and Framing a Challenge

The material in this course was developed in response to the friction created while trying to blend design thinking with traditional systems engineering. The resulting formula is a hybrid process that offers efficiency and effectiveness -- not just for engineers, but for anyone engaged in addressing problems of significant complexity.

In this course you will begin an empathy-based process that leads you to a solution which serves a broad, diverse user base. Along the way, you will identify key stakeholders who will drive critical decisions later in the design cycle. Your process begins when you identify an opportunity and develop a challenge statement summarizing what you are trying to do along with your aspirations. From there, you will gather support for your idea and refine your intent. Your effort will culminate in presentation-ready document that summarizes and describes in detail the challenge you are trying to address and what you hope to achieve by taking on the challenge.

• Gathering User Emotions

In this course you will conduct fieldwork to collect information about the users whose needs you are trying to meet within a challenge and empathy space that you have defined. You will venture out into the empathy field and observe and interact with people to gain the insight you need. Ultimately the insights gained from this fieldwork will help you develop a robust model of your users' needs, expectations, and connections with one another.

The following course is required to be completed before taking this course:

• Crafting User Narratives

In this course you will convert the raw data from your empathy fieldwork to create a powerful problem definition that sets the right context for brainstorming solutions. You will prepare a physical or virtual space in which you will thoughtfully unpack your observations to create a robust record of your experiences in the field.

You will apply methods to extract empathy data from first, second, and third person empathy experiences. You will then distill this data into a series of needs, insights, and surprises that will drive creativity and innovation later in the process. At the same time, you will analyze the empathy data to identify patterns and connections within and among your observations.

The resulting model is rich with not only qualitative data such as user personas, but also quantitative results that can be reviewed and shared throughout the remainder of the process. The act of constructing this model can bring into sharp focus the defining features of your problem.

The following courses are required to be completed before taking this course:

• Generating User-Centered Solutions

In this course you will build on the extraction and interpretation of emotional data generated while unpacking observations. You will work through the personas that you previously defined and situate these in context diagrams that examine the relationships between individual users and the problem space. You will also use emotional relationship data maps and flow of thoughts to create capabilities diagrams that crystallize the needs your system must address.

With an actionable model of your problem in place, you will engage in a series of brainstorming sessions that use as their core inspiration the personas, capabilities diagrams, and context diagrams. From this process you will gather ideas that will propel you toward the creative solutions in your problem space.

• Design Prototyping

In this course you will evolve a first design, called design zero , for your problem. Your design zero builds on all the prior work, including your capabilities diagrams and the brainstorming sessions you recently completed. You will create visualizations of your personas in action called persona concept sketches . You will use other modified systems engineering tools to document your product features.

From this point, you will create rough prototypes and role play as end users who are working with these prototypes. From this process you will learn about your product's strengths and shortcomings.

Testing and Iteration

In this course you will test your design zero , which is the culmination of the design process leading up to this point. In the testing process you will use tools similar to those used when gathering emotional data. In a similar way, you will end up collecting needs, insights, and surprises along with tensions, contradictions, and synergies. The purpose here is to hone in on a viable system that truly meets user needs.

The gathering and analysis of user data will point you in the direction of a refinement of your design zero , which is referred to as design one . Your design one may look deeper into product details, and it may also lead to subtle refinements or radical changes. Your design one is the starting point for a subsequent round of testing, and in adopting this approach you will see how iterative development brings your system closer to the best possible product for your users.

How It Works

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Faculty Author

• Certificates Authored

Sirietta Simoncini holds a Master of Architecture degree from the University Institute of Architecture of Venice (Italy) and worked for several years as chief architect of a city in the north of Italy. She is the co-founder of InTAdesign, an architectural firm active in both Italy and the U.S., and in addition to practicing architecture she has worked as an art and film curator for many cultural institutions.

Sirietta has taught as a design thinking coach at the Stanford d.school and has facilitated workshops at McGill and Yale Universities and with organizations such as jetBlue, Target, and the World Bank. She currently teaches the art of innovation in the Systems Engineering program at Cornell. In her classes, graduate students from different Cornell colleges, institutes, and schools come together to design and build solutions for complex challenges with actual sponsors.

She believes in cross collaboration, a hands-on approach, and the importance of fostering T-shaped skills. She also believes in fieldwork, since the inspiration for innovation comes from observing and interacting with real people in their context.

Design Thinking

Key course takeaways.

• Record a compelling challenge statement that focuses your design effort on a meaningful question
• Perform fieldwork to gather user insights
• Interpret user data using modified systems engineering tools
• Develop personas that empower you to envision innovative solutions
• Create and refine a prototype
• Use data and analysis to test and iterate on the prototype solution

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What You'll Earn

• Design Thinking Certificate from Cornell University College of Engineering
• 144 Professional Development Hours (14.4 CEUs)

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Who should enroll.

• User experience/UX designers
• Marketers and designers
• Product managers
• Program and project managers
• Consultants
• Systems analysts
• Entrepreneurs involved in product conception
• Individual contributors, managers and leaders at all levels of an organization who are involved in the design, development, or improvement of products, services, and infrastructure

“eCornell gave me the confidence I needed to take a seat at the table and say: I’m ready.”

Request information now by completing the form below..

Enter your information to get access to a virtual open house with the eCornell team to get your questions answered live.

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Program Length

The Design Technology program is a two-year research and project degree offered jointly by the College of Architecture, Art, and Planning and Cornell Tech which culminates in a master of science (M.S. DT).

Students pursue research in areas that bridge disciplines and domains with the aim of generating innovations across science and design for applications spanning digital tools, products, responsive materials, and the built environment. All students spend the first year in Ithaca; the second year is spent at either the Ithaca or Cornell Tech campus, depending on the student’s track.

Design Tech at Cornell University

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Questions? Contact:

Department of Design Tech 921 University Avenue 129 Sibley Hall Ithaca, NY 14853 [email protected]

Related Pages

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• Duke University
• Pratt School of Engineering

Design & Technology Innovation Master of Engineering

Don't just get ready for the future. Design it.

At Duke, we believe the integration of design, technology and business and social innovation is essential to driving positive future change.

Our new Design & Technology Innovation Master of Engineering  degree will help you develop skills to lead and deliver design- and technology-driven impact in any organization.

Join us and propel your career, shape how we engage with the next generation of technology, and design for tomorrow’s challenges today.

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Cultivate in-demand skillsets, mindsets and toolsets.

  3 semesters. Unlimited possibilities.

Duke's curriculum covers the fundamentals of design and technology innovation with a project-based, industry-centric approach.

You'll learn design and innovation frameworks and processes, merging technology and technology prototyping tools and approaches, and business and social impact.

Course Schedule

Under Development

• Design Innovation Studio 1
• Technology Design Core 1
• Ethical Design, Innovation & Social Practice
• Career Workshop & Seminar Series
• Design Innovation Studio 2
• Technology Design Core 2
• Business Fundamentals for Engineers
• Design Innovation Studio 3
• Management of Design & Innovation
• Technology Design 3
• Internship Assessment

Sample Electives

• Design Climate (2 semesters)
• Design Health (3 semesters)
• Design Defense
• Augmented and Virtual Reality
• User Interface Design
• Managing the Product Development Process
• Data Science for Climate
• New Product Development in Financial Technologies
• Lean Launchpad
• ... and many more!

Core course descriptions

  Master innovation design methods

Learn to lead innovation even as design and tech evolve.

• The lab meets the studio, meets the field. Boost both your technical prototyping and problem-solving skills while growing your design mindset and practice through a blend of lab-based technical classes and studio-based project classes–with a sharp focus on real-world innovation projects throughout.
• Portfolio- and perspective-first. We’ll work with you to plan your career and portfolio from day one. You’ll be ready to build and pitch your unique point of view on design, technology and innovation to employers, funders, and your network.

  A top innovation ecosystem

Thrive at a world-class university and immerse yourself in one of the nation's leading innovation hubs.

• Duke is audaciously ambitious.  Connect across campus with world-class programs in engineering, medicine, business, law, public policy, the environment, humanities and many more disciplines. Duke is the perfect place to cultivate your innovation mindset and nurture the next chapter of your career.
• Connect with leading, innovative firms of all sizes that have a presence in the Raleigh-Durham-Chapel Hill metro. From technology titans like IBM and Cisco to dynamic health startups like Grail, innovation happens in our Research Triangle region.

Join A Dynamic Community of Practice in Innovation, Design & Emerging Technologies

The Pratt School of Engineering is home to leading-edge research and diverse electives and co-curricular activities related to design, technology & innovation. As a DTI student, you’ll have a transformative experience within our program—and you’ll also be part of a rich and diverse design and innovation ecosystem and community of practice. You’ll have a wide range of opportunities to grow and thrive as a design, innovation and technology leader.

Core Courses

Core courses give you the foundations to excel in a variety of design, technology and innovation leadership roles. Here are some examples of core classes for Fall 2024.

DESIGNTK 520: Design Innovation Studio I

In this course, students will practice applying design and innovation frameworks and methodologies in the context of a client-based project. As the first in the series of three courses core to the program, Design Innovation Studio I will focus on human-centered design, design thinking, and systems thinking as critical frameworks to frame problems and opportunities along with the client. Key outcomes from the class will include (1) opportunities identified and supported by qualitative and quantitative data; (2) concept directions that will support Design Innovation Studio II; and (3) a portfolio of early-stage prototypes and provocations used to guide data collection.

DESIGNTK 530: Design Technology Core I

In this course, students will advance their skills related to two technical toolkits core to design innovation practice: hardware prototyping, primarily digital fabrication and interactive systems developing using single-board computing and microcontroller platforms; and, introductory data science and machine learning, for driving data-driven design work in both hardware and digital applications. The course revolves around extensive in-class experimentation; weekly skill-building assignments; three mini-projects; and a final individual project intended to serve as a portfolio-ready piece.

DESIGNTK 540: Design Ethics & Social Innovation

In this course, students will briefly review foundational design and innovation frameworks, understanding their history and contemporary critiques of them. Design methodologies and frameworks related to design ethics, design justice, participatory and co-design, social innovation and adjacent themes will be introduced. The course will involve a semester-long innovation project leveraging frameworks from the class, focused on a single client.

Photo: Master of Engineering students working in Duke's  Innovation Co-Lab .

Career paths that span design, technology & innovation domains

Our core courses prepare you to be an innovation leader with a design and technology lens.

Based on your skills from undergrad, your choice of electives and co-curricular activities, and your areas of interest some of the career paths you will be well-positioned for include the following. This is by no means comprehensive—we’re very excited that our students will be prepared for not just today’s work, but the career fields of tomorrow.

Design Innovation-Focused Careers

• Design Strategist
• Design Researcher
• Human-Centered Designer
• Product Designer
• UI/UX/Content Designer

Technology & Engineering-Focused Careers

• Product Design Engineer
• Prototyping Design Engineer
• New Product Development Engineer
• R&D Engineer
• Creative Technologist
• … and many more

Business & Impact-Focused Careers

• Product Manager
• Product Strategist
• Technology Strategist
• Emerging Technologies Analyst
• Social Innovation Lead

Photo: Duke Master of Engineering students collaborating on product design.

At Duke, Students Lead in Design & Innovation

You'll be able to participate, learn from, and lead a wide range of design and innovation projects at Duke as a DTI student. Check out Duke’s range of student groups . One recent example was the Generative AI Hackathon, co-sponsored by the M.Eng in DTI, the M.Eng in AI, and Duke's AI Competition Club student group.

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The Bachelor of Fine Arts degree is awarded for completion of 120 credits as designated by the program. A maximum of 60 credits may be transferred from another institution. Students must maintain a 2.0 cumulative GPA and fulfill all requirements in a timely manner.

Your BFA begins with Parsons’ first-year curriculum , which serves as the first-year course of study for all undergraduate programs at Parsons. The first year immerses you in an exploration of art and design concepts, skills, and critical practices, training students to become flexible thinkers, proficient makers, and lifelong learners.

Starting in your second year, you combine studios and labs in your chosen pathway with electives on related topics. Throughout your studies, art and design history and theory courses develop essential research, writing, and critical reasoning skills as well as the conceptual foundations for creative inquiry.

Parsons’ position within a major university — The New School — informs our interdisciplinary approach to scholarship and practice. University electives broaden your skills and perspectives with a wide range of liberal arts courses in the humanities, the social sciences, media studies, and business.

To view degree requirements from prior years, visit the Academic Catalogs archive . For a complete listing of courses and course descriptions, visit the university course catalog .

Objects as History and Sustainable Systems can be taken in either sequence, one in the fall semester and one in the spring.

The three first-year studio courses—Drawing/Imaging, Space/Materiality, and Time—can be taken in any sequence, two in the fall semester and one in the spring.

BA/BFA students completing a BFA in Design and Technology:  Please speak to your advisor to see how your course requirements are spread across your five years at The New School.

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To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.

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To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.

To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.

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Build Essential Design Skills

Our design courses are tailored to provide you with the knowledge and skills needed to pursue a career in graphic design, web design, user experience design, product design, and other related fields. Whether you are a beginner or looking to advance your skills, our courses will equip you with the latest tools and techniques to succeed in the dynamic world of design.

The language used throughout the course, in both instruction and assessments.

Choose the Design Course That Aligns Best With Your Educational Goals

California Institute of the Arts

Graphic Design

Skills you'll gain : Graphic Design, Visual Design, Communication, Computer Graphic Techniques, Computer Graphics, Creativity, Graph Theory, Visualization (Computer Graphics), Geometry, Interactive Design

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Google UX Design

Skills you'll gain : User Experience, User Experience Design, User Research, Audit, Human Computer Interaction, Planning, Product Design, Product Development, Web Design, Web Development Tools

Make progress toward a degree

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Beginner · Professional Certificate · 3 - 6 Months

The University of Sydney

Innovation Through Design: Think, Make, Break, Repeat

Skills you'll gain : Creativity, Critical Thinking, Design and Product, Innovation, Interactive Design, Problem Solving, Product Design, Research and Design, User Experience, User Experience Design

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Beginner · Course · 1 - 3 Months

The Language of Design: Form and Meaning

Skills you'll gain : Critical Thinking, Graphic Design, Visual Design, Creativity, Marketing Design, Visualization (Computer Graphics)

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Coursera Project Network

Create and Design Digital Products using Canva

Skills you'll gain : Computer Graphics, Creativity, Graphic Design, Marketing, Product Design

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Advanced · Guided Project · Less Than 2 Hours

The Museum of Modern Art

Modern and Contemporary Art and Design

Skills you'll gain : Design and Product, Critical Thinking, Creativity

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Skills you'll gain : User Experience, User Experience Design, User Research, Product Development

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Beginner · Course · 1 - 4 Weeks

Principles of UX/UI Design

Skills you'll gain : User Experience, Front-End Web Development, Human Computer Interaction, Interactive Design, Product Design, Web Design

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Fundamentals of Graphic Design

Skills you'll gain : Communication, Computer Graphic Techniques, Computer Graphics, Creativity, Geometry, Graph Theory, Graphic Design, Interactive Design, Visual Design, Visualization (Computer Graphics)

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IE Business School

Making Architecture

Skills you'll gain : Creativity

(1.3K reviews)

UI / UX Design

Skills you'll gain : Design and Product, Front-End Web Development, Graphic Design, Interactive Design, Research and Design, User Experience, User Experience Design, User Research, Visual Design, Web Design, Strategy

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University of California San Diego

Interaction Design

Skills you'll gain : Probability & Statistics, Experiment, Statistical Tests, Human Computer Interaction, User Experience, R Programming, Statistical Programming, User Experience Design, Data Analysis, General Statistics, Statistical Analysis, User Research, Visual Design, Probability Distribution, Regression, Collaboration

(3.9K reviews)

Intermediate · Specialization · 3 - 6 Months

Searches related to design

In summary, here are 10 of our most popular design courses.

• Graphic Design :   California Institute of the Arts
• Google UX Design :   Google
• Innovation Through Design: Think, Make, Break, Repeat :   The University of Sydney
• The Language of Design: Form and Meaning :   California Institute of the Arts
• Create and Design Digital Products using Canva :   Coursera Project Network
• Modern and Contemporary Art and Design :   The Museum of Modern Art
• Foundations of User Experience (UX) Design :   Google
• Principles of UX/UI Design :   Meta
• Fundamentals of Graphic Design :   California Institute of the Arts
• Making Architecture :   IE Business School

Frequently Asked Questions about Design

What is design ‎.

Design is the process of sketching, creating a blueprint, or writing the details that show or explain how to make something or how to develop a system that can be used to achieve tasks. Some things that can be designed include art, fashion, furniture, manufacturing processes, and user experiences. The study of design encompasses many career fields, and learning about the innovative thinking behind design can help if you want to change careers or advance in your current field. ‎

Why is design important to learn? ‎

It's important to learn design because it makes products more visually appealing and useful to customers. Design also plays an important role in branding by making a product recognizable and familiar at a glance or adding enhanced functionality to a product that isn't available on similar items. If you're designing a fashion product or an artistic work, the way you apply the elements of design, such as color, shape, and texture allows you to create a product that's unique and interesting to potential customers. ‎

What are typical careers that use design? ‎

Graphics design and fashion are two careers that use design. Interior designers, crafters, and floral designers use the principles of design when working. Website designers, marketing teams, and industrial designers also employ design theory. Designers may use computer-based programs, such as Adobe Illustrator or Adobe Indesign when designing. Other technology-based elements that center around a visual communications perspective become part of the job for some designers, such as user experience, or UX, and user interface design, or UI design. ‎

How can online courses on Coursera help me learn design? ‎

The online courses offered by Coursera's partners can help you expand your ability to create art or design fresh marketing materials that support brand recognition. You can choose graphics design courses at the level that matches your current design knowledge, including learning graphic design elements for non-designers. You might discover how to manage your brand through design, understanding user experience through research and design, and apply the art and concepts of game design. ‎

What are the benefits of taking an online Design course? ‎

Online Design courses offer a convenient and flexible way to enhance your knowledge or learn new Design skills. Choose from a wide range of Design courses offered by top universities and industry leaders tailored to various skill levels. ‎

What Design courses are best for training and upskilling employees or the workforce? ‎

When looking to enhance your workforce's skills in Design, it's crucial to select a course that aligns with their current abilities and learning objectives. Our Skills Dashboard is an invaluable tool for identifying skill gaps and choosing the most appropriate course for effective upskilling. For a comprehensive understanding of how our courses can benefit your employees, explore the enterprise solutions we offer. Discover more about our tailored programs at Coursera for Business here . ‎

Other topics to explore

• Academics /

Learning Design and Technology Graduate Certificate

Learn to create and implement effective learning experiences on digital platforms.

Get Started

No Application Required

Online and On Campus Options

What You'll Learn

Through the Learning Design and Technology Certificate, you will gain the skills you need to develop or enhance a career in K–12 education, higher education, corporate training, nonprofit education, museums, or related organizations.

You will build knowledge of:

• Foundational instructional design theories, frameworks, and application-to-develop learning experiences for digital platforms, including project-planning, content expertise, communication, writing, and technology.
• Pertinent technology, programs, and methods, including interactive media, video, editing, digital design, and digital narrative.
• Focused topic areas like website development, web programming, and content management systems site development.

Certificate Courses

The professional graduate certificate in Learning Design and Technology requires four courses:

• Foundations course (choose one course from select group)
• Technology for Education course (choose one course from select group)
• Elective course (choose one course from select group)
• Application of knowledge and skills course (choose one course from select group; this is your final certificate course)

Search for Courses

You can browse courses by term — fall, spring, or summer — in the DCE Course Search & Registration platform.

Upcoming Term: Summer 2024

Summer course registration is open through June 20. Learn more about how to register →

Fall 2024 courses and registration details will be live in June.

Earning Your Certificate

To meet the requirements for the certificate, you must:

• Complete the  four certificate courses for graduate credit .
• Earn at least a  B grade  in each course.
• Complete the courses within three years .

Learn more about  pursuing a certificate  and the process of  requesting your certificate .

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

This graduate certificate stacks to the following degrees:

• Digital Media Design Master’s Degree Program
• Mathematics for Teaching Master’s Degree Program
• Museum Studies Master’s Degree Program

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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Find a Degree, Certification, Bootcamp, or Career in Design

From startups to well-established companies, design is increasingly becoming an important part of the tech company business model.

Good design not only helps tech companies attract and convert customers and users, it also helps create an identity in an increasingly competitive digital world. Maybe most important, good design impacts user experience and ultimately the success of a product.

These days solid design is not a nice-to-have but a critical component of the tech sector. To reflect this trend, there are a number of new technology design-related educational and training opportunities available. 

The guides below offer overviews of the different kinds of design disciplines used within tech fields. Also covered are profiles of tech design careers, design degrees, and design certification and bootcamp opportunities.

What is Design?

What is ux design.

What is UX design? And how is UX and UI design used in the tech field?

What is Instructional Design?

Learn all about instructional design and emerging opportunities.

What is Graphic Design?

Graphic designer plays an important role in the look and feel of tech companies.

What is Human-Centered Design?

Human-centered design is critical to making new technologies easy to use.

Info on Design Jobs

Check out the complete instructional design job guide and the graphic design job guide .

Designers in tech work closely with developers and project managers. Learn more about these fields .

Design Degrees

Graphic design associate degree.

Get started on a new career with a graphic design associate degree .

Bachelor’s in Graphic Design

A bachelor’s degree in graphic design is a foundational degree.

Master’s in Graphic Design

Expand the foundation into and make career moves with a master’s in graphic design degree .

Master’s in Integrated Design

Integrated design is the foundation for consumer tech companies.

Master’s in UX Design

UX/UI design master’s programs are becoming more popular as designers are in high demand.

Instructional Design Master’s

Instructional designers help people become more comfortable with tech.

Online Degree Options

Online video game design degree.

Earn an online degree in video game design and launch an exciting career.

Online Master’s in Instructional Design

Learn how to meet the increasing demand with an online master’s in instructional design .

Online Graphic Design Degree

Get a blueprint for finding the right online graphic design degree program .

Certs and Bootcamps

Ux design certification.

UX certification programs are a great way to gain the skills necessary for a UX career.

Instructional Design Certification

Learn more about how to get the certifications necessary to become an instructional designer .

UX Bootcamps

Learn more about how user-experience and user-interface design bootcamps.

Design Courses

Ux design courses.

Learn more about how to find the latest UX design courses .

Project Management Courses

Learn more about project management courses .

Digital Marketing Courses

Learn to launch products with a digital marketing course .

Design Careers

Instructional designer.

This guide contains information all about instructional design degree options .

UX Designer

Learn all about how to become a UX designer and how to get a UX design degree.

Graphic Designer

Learn all about graphic design degree options and training programs .

Product Designer

Learn how to become a product designer .

Multimedia Artist

Check out multimedia design degree options.

Data Designer

Learn more about data design career opportunities .

Video Game Designer

Turn your passion into a profession as a video game designer .

Content Strategist

Today’s tech companies rely on content. Learn how to become a content strategist.

Social Media Manager

Learn the strategy and design required to become a social media manager .

Design Resources

How to create a design portfolio.

This guide is all about how to create a design portfolio for the tech industry .

Funding a Design Education

This guide about funding a design education has info on scholarships and other opportunities.

How to Get Into Graphic Design

This guide is about how to launch a career in the growing field of graphic design .

Design Programs by State

Design programs in california.

Check out the latest design programs in California .

Design Programs in Texas

This guide is all about design programs in Texas .

Design Programs in Florida

Learn more about the growing design programs in Florida .

Design Programs in New York

There are a number of well-established and newly emerging design programs in New York .

Design Programs in Pennsylvania

Find out all the details about design education and design programs in Pennsylvania .

Design Programs in Illinois

This guide is about where to find the best design programs in Illinois .

Search Cornell AAP

Department of design tech.

Left: During the Fall 2022 Cornell Tech Open Studio, students Thanut Sakandaraseth (M.S. MDC '23), Kseniya Yerakhavets (M.Arch. '23), and Thomas Wallace '24 discuss their project, Automata Mangrove , with Jenny Sabin, Professor of Architecture and Chair of the multicollege Department of Design Tech. Top right: Automata Mangrove (2022), detail. Bottom right: Xylo (2022) by Lucas Hitch (M.S. MDC '24), Ivania Rivera (M.S. MDC '24), and Ariana Rosario '24.

The new Department of Design Tech is a multicollege, transdisciplinary initiative pioneering innovation, research, and teaching on topics at the intersection of design and emerging technology that most greatly impact research, industry, and practice in a changing world.

Bridging expertise and catalyzing exploration, innovation, and collaboration in emerging areas, including design + interactions, design + materials, design + media, and design + environments, Design Tech is a generator of new modes, methods, and applications that redefine design practice and research.

Participating Cornell colleges: The College of Architecture, Art, and Planning (AAP), Cornell Ann S. Bowers College of Computing and Information Science (Bowers CIS), Cornell Human Ecology (CHE), Cornell Engineering, and Cornell Tech in New York City.

Friday, February 9, 2024

NSF Invests Nearly $10M to Develop Transformative Bio-Inspired Solutions

The U.S. National Science Foundation Convergence Accelerator program Phase 1 awards in this track include $650,000 for "Bio-Inspired Surface Design for High Performance Mechanical Tracking Solar Collection Skins in Architecture," a project led by Design Tech Chair Jenny Sabin, Professor of Physics in the College of Arts and Sciences and inaugural Design Tech faculty Itai Cohen, CALS Associate Professor Adrienne Roeder, and Arizona State University Professor Mariana Bertoni.

Posted 4 months ago

Assistant/Associate Professors, Department of Design Tech

As part of a unique Radical Collaboration hiring initiative, the new Department of Design Tech invites applications for one or more full-time, open-rank tenure-track faculty positions beginning on July 1, 2024.

Tuesday, October 31, 2023

Introducing the Department of Design Tech at Cornell University

The new Department of Design Tech at Cornell University is a multicollege, transdisciplinary initiative pioneering innovation, research, and teaching on topics at the intersection of design and emerging technology that most greatly impact research, industry, and practice in a changing world.

Degree Programs

Master of science, design technology (m.s. dt).

The M.S. in Design Technology is a two-year research and project-based degree offered jointly by AAP and Cornell Tech. Students pursue research in areas that bridge disciplines and domains with the aim of generating innovations across science and design for applications spanning digital tools, products, responsive materials, and the built environment.

Thursday, April 11, 2024

AI-Powered "Sonar" on Smartglasses Tracks Gaze and Facial Expressions 

François Guimbretière, professor of information science in Cornell Bowers CIS and faculty in the multicollege Department of Design Tech, coauthored research on two technologies — GazeTrak and EyeEcho — covered by the Cornell Chronicle .

Monday, January 22, 2024

Spring 2024: Your Essential Guide to the Semester Ahead

After a winter break to regroup and recharge, the 2024 spring semester begins with a flurry of activity that will introduce new classes and workshops, showcase exemplary creativity and research, and bring a roster of exciting guests to AAP campuses in Ithaca, Rome, and New York City.

In the Media

Cornell's Jenny Sabin Awarded the 2023 Rippmann Memorial Prize by DigitalFUTURES

Bustler: Sabin was recognized for standing "at the forefront of a new direction for 21st-century architectural practice — one that investigates the intersections of architecture and science and applies insights and theories from biology and mathematics to the design of responsive material structures and ecological spatial interventions for diverse audiences."

Friday, September 15, 2023

How Might Buildings and Their Integrated Materials Systems Behave Like Organisms?

ArchDaily: A conversation with Architecture Professor Jenny Sabin exploring the critical link between research and practice and her interdisciplinary approach that fosters collaboration with both scientists and engineers.

Thursday, September 7, 2023

Artist Behind "Bolt Tower" Talks on Proposed Sculpture for State Fairgrounds

KFOR: Design Tech Chair and Professor Jenny Sabin's proposal for a work with a focus on community and that combines nature and biology with art has been selected.

Tuesday, February 27, 2024

Cornell Researchers Strive to Create Better Protection for Women's Ice Hockey Players

CNY Central: Tulasi Elangovan '23, working with Associate Professor of Apparel Design in the College of Human Ecology (CHE) and inaugural Design Tech faculty Heeju Park in the Performance Apparel Design Lab, are making improvements in equipment considering the differences in anatomy.

Monday, February 19, 2024

Design technology

DP design technology aims to develop internationally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world.

It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes design technology within the DP sciences subject group.

Inquiry and problem-solving are at the heart of the subject. DP design technology requires the use of the DP design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Diploma Programme design technology, a solution can be defined as a model, prototype, product or system that students have developed independently.

DP design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.

A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking.

Design in Group 4 Sciences

Both science and technology have a fundamental relationship with design. Technology preceded science, but now most technological developments are based on scientific understanding. Traditional technology comprised useful artifacts often with little understanding of the science underpinning their production and use. In contrast, modern technology involves the application of scientific discoveries to produce useful artifacts. The application of scientific discovery to solve a problem enables designers to create new technologies and these new technologies, in turn, can impact on the rate of scientific discovery.

The aim of the DP design technology course is to foster the skill development in students required to use new and existing technologies to create new products, services and systems.

Concepts and principles are specified for each topic. Guidance on each concept and principle is provided in the guide and teachers support material in order to support teachers’ planning. There are examples of International-mindedness, and links to other DP subjects, and Theory of Knowledge questions to enrich the syllabus and broaden students’ understanding of the impact of technology and design thinking.

Common core

All standard and higher level student complete a common core.

• Human factors and ergonomics
• Resource management and sustainable production
• Raw material to final product
• Innovation and design
• Classic design

HL extension

Higher level students examine four further topics designed to extend and deepen their understanding of the subject. The four additional higher level topics aim to introduce aspects of innovation.

• User-centred design (UCD)
• Sustainability
• Innovation and markets
• Commercial production

All standard and higher level students complete a design project as an internal assessment task. This design project allows them to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. Internal assessment accounts for 40% of the final assessment.

At SL, the design project requires students to identify a problem and develop a solution. It is assessed against four common criteria:

• Analysis of a design opportunity
• Conceptual design
• Development of a detailed design
• Testing and evaluation

At HL, the design project is extended to include aspects of innovation. The design project is assessed against two additional criteria:

• Detailed development of a commercial product
• Making choices for commercial production

The standard level course is assessed through a multiple choice paper (paper 1), a core paper, which consists of a short response and extended answer questions (paper 2), and the internal assessment design project. At HL, paper one has more questions, and students answer an additional paper (paper 3) consisting of three structured questions based on the HL extension material, one of which is based on a case study.

Design technology subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below. 

Further information

Please visit the programme resource centre or please reach out to IB answers.

Learn more about design technology in a DP workshop for teachers . 

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9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

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Bloomington - Columbus - Evansville - Fort Wayne - Indianapolis - Lafayette - Lawrenceburg - Muncie - South Bend/Elkhart - Valparaiso

Design Technology, AS Completion Guide    

INDIANA COLLEGE CORE

Written communication (3).

• ENGL 111 - English Composition CREDIT HOURS MIN: 3 R

Speaking and Listening (3-6)

• COMM 101 - Fundamentals of Public Speaking CREDIT HOURS MIN: 3 R

Quantitative Reasoning - STEM Core Track (6-15)

• MATH 136 - College Algebra CREDIT HOURS MIN: 3 R
• MATH 137 - Trigonometry with Analytic Geometry CREDIT HOURS MIN: 3 R

Scientific Ways of Knowing - STEM Core Track (7-15)

• PHYS 101 - Physics I CREDIT HOURS MIN: 4 R
• XXXX XXX - Scientific Ways of Knowing    Elective CREDIT HOURS: 3

Social and Behavioral Ways of Knowing (3-9)

• XXXX XXX - Social and Behavioral Ways of Knowing    Elective CREDIT HOURS: 3

Humanistic and Artistic Ways of Knowing (3-9)

• XXXX XXX - Humanistic and Artistic Ways of Knowing    Elective CREDIT HOURS: 3

REQUIREMENT TOTAL: 30

Other institutional requirements.

• IVYT 111 - Student Success in University Transfer CREDIT HOURS MIN: 1
• DESN 279 - Design Technology Capstone CREDIT HOURS MIN: 1 ^

REQUIREMENT TOTAL: 2

Professional-technical core.

• DESN 101 - Intro to Design Technology CREDIT HOURS MIN: 3
• DESN 113 - 2D Computer-Aided Design CREDIT HOURS MIN: 3
• DESN 220 - 3D Computer-Aided Design CREDIT HOURS MIN: 3
• DESN 217 - Design Process and Applications CREDIT HOURS MIN: 3

REQUIREMENT TOTAL: 12

Transfer cluster.

This requirement calculates the number of credits needed  to reach a total of 60 credits, based on the number of credits taken in the above requirements. The number of hours needed to complete this requirement may change as requirements above are completed.

REQUIREMENT TOTAL: 16

Total credits: 60.

^Capstone Course

R - Required 

Transfer Cluster

• EPCS 101 - Multidisciplinary Team Service Learning Projects I CREDIT HOURS MIN: 1
• EPCS 102 - EPICS: Multidisciplinary Team Service Learning Projects II CREDIT HOURS MIN: 2
• CSCI 101 - Computer Science I CREDIT HOURS MIN: 3
• METC 105 - Introduction to Engineering Technology CREDIT HOURS MIN: 3
• ENGT 120 - Engineering Concepts in Technology CREDIT HOURS MIN: 3
• APHY 101 - Anatomy and Physiology I CREDIT HOURS MIN: 3
• APHY 102 - Anatomy and Physiology II CREDIT HOURS MIN: 3
• APHY 201 - Advanced Human Physiology CREDIT HOURS MIN: 4
• ASTR 101 - Solar System Astronomy CREDIT HOURS MIN: 3
• BIOL 100 - Human Biology CREDIT HOURS MIN: 3
• BIOL 101 - Introductory Biology CREDIT HOURS MIN: 3
• BIOL 105 - Biology I - Molecular and Cellular Processes CREDIT HOURS MIN: 5
• BIOL 107 - Biology II - Diversity of Life CREDIT HOURS MIN: 5
• BIOL 120 - Environmental Science CREDIT HOURS MIN: 3
• BIOL 121 - General Biology I CREDIT HOURS MIN: 4
• BIOL 122 - General Biology II CREDIT HOURS MIN: 4
• BIOL 201 - General Microbiology CREDIT HOURS MIN: 4
• BIOL 211 - Microbiology I CREDIT HOURS MIN: 3
• CHEM 101 - Introductory Chemistry I CREDIT HOURS MIN: 3
• CHEM 102 - Introductory Chemistry II CREDIT HOURS MIN: 3
• CHEM 105 - General Chemistry I CREDIT HOURS MIN: 5
• CHEM 106 - General Chemistry II CREDIT HOURS MIN: 5
• CHEM 111 - Chemistry I CREDIT HOURS MIN: 4
• CHEM 112 - Chemistry II CREDIT HOURS MIN: 4
• CHEM 211 - Organic Chemistry I CREDIT HOURS MIN: 5
• PHYS 101 - Physics I CREDIT HOURS MIN: 4
• PHYS 220 - Mechanics CREDIT HOURS MIN: 5
• PHYS 221 - Heat Electricity and Optics CREDIT HOURS MIN: 5
• SCIN 100 - Earth Science CREDIT HOURS MIN: 4
• SCIN 101 - Science of Energy Generation and Utilization CREDIT HOURS MIN: 4
• SCIN 111 - Physical Science CREDIT HOURS MIN: 3
• PSYC 205 - Abnormal Psychology CREDIT HOURS MIN: 3
• ACCT 101 - Financial Accounting CREDIT HOURS MIN: 3
• ACCT 102 - Managerial Accounting CREDIT HOURS MIN: 3
• MATH 136 - College Algebra CREDIT HOURS MIN: 3
• POLS 101 - Introduction to American Government and Politics CREDIT HOURS MIN: 3
• HIST 101 - Survey of American History I CREDIT HOURS MIN: 3
• HIST 102 - Survey of American History II CREDIT HOURS MIN: 3
• ENGL 222 - American Literature To 1865 CREDIT HOURS MIN: 3
• ENGL 223 - American Literature After 1865 CREDIT HOURS MIN: 3
• ARTH 110 - Art Appreciation CREDIT HOURS MIN: 3
• ARTH 101 - Survey of Art and Culture I CREDIT HOURS MIN: 3
• ARTH 102 - Survey of Art and Culture II CREDIT HOURS MIN: 3
• BIOL 105 - Biology I - Molecular and Cellular Processes CREDIT HOURS MIN: 5 AND
• BUSN 101 - Introduction to Business CREDIT HOURS MIN: 3
• MATH 211 - Calculus I CREDIT HOURS MIN: 4
• MATH 212 - Calculus II CREDIT HOURS MIN: 4
• MATH 202 - Brief Calculus II CREDIT HOURS MIN: 3
• MATH 221 - Calculus for Technology I CREDIT HOURS MIN: 3
• MATH 222 - Calculus for Technology II CREDIT HOURS MIN: 3
• CHEM 105 - General Chemistry I CREDIT HOURS MIN: 5 AND
• ENGL 240 - Children’s Literature CREDIT HOURS MIN: 3
• ENGL 202 - Creative Writing CREDIT HOURS MIN: 3
• CRIM 101 - Introduction to Criminal Justice Systems CREDIT HOURS MIN: 3
• PSYC 201 - Lifespan Development CREDIT HOURS MIN: 3
• ARTS 100 - Life and Object Drawing I CREDIT HOURS MIN: 3
• ECON 101 - Economics Fundamentals CREDIT HOURS MIN: 3
• ENGL 111 - English Composition CREDIT HOURS MIN: 3
• PHIL 102 - Introduction to Ethics CREDIT HOURS MIN: 3
• MATH 135 - Finite Math CREDIT HOURS MIN: 3
• FREN 101 - French Level I CREDIT HOURS MIN: 4
• FREN 102 - French Level II CREDIT HOURS MIN: 4
• FREN 201 - French Level III CREDIT HOURS MIN: 3
• FREN 202 - French Level IV CREDIT HOURS MIN: 3
• HLHS 211 - Nutrition CREDIT HOURS MIN: 3
• PSYC 240 - Human Sexuality CREDIT HOURS MIN: 3
• COMM 102 - Introduction to Interpersonal Communication CREDIT HOURS MIN: 3
• ENGL 249 - Linguistics CREDIT HOURS MIN: 3
• ENGL 206 - Introduction to Literature CREDIT HOURS MIN: 3
• ECON 201 - Principles of Macroeconomics CREDIT HOURS MIN: 3
• COMM 201 - Introduction to Mass Communication CREDIT HOURS MIN: 3
• HLHS 101 - Medical Terminology CREDIT HOURS MIN: 3
• CINS 101 - Introduction to Microcomputers CREDIT HOURS MIN: 3
• ECON 202 - Principles of Microeconomics CREDIT HOURS MIN: 3
• HUMA 118 - Music Appreciation CREDIT HOURS MIN: 3
• BUSN 108 - Personal Finance CREDIT HOURS MIN: 3
• PHIL 220 - Philosophy of Religion CREDIT HOURS MIN: 3
• PHIL 101 - Introduction to Philosophy CREDIT HOURS MIN: 3
• GEOL 105 - Physical Geology CREDIT HOURS MIN: 4
• PHYS 101 - Physics I CREDIT HOURS MIN: 4 AND
• PHYS 102 - Physics II CREDIT HOURS MIN: 4
• PHYS 220 - Mechanics CREDIT HOURS MIN: 5 AND
• ENGL 214 - Introduction to Poetry CREDIT HOURS MIN: 3
• POLS 201 - Introduction to Political Science CREDIT HOURS MIN: 3
• PSYC 101 - Introduction to Psychology CREDIT HOURS MIN: 3
• COMM 101 - Fundamentals of Public Speaking CREDIT HOURS MIN: 3
• SOCI 252 - Social Problems CREDIT HOURS MIN: 3
• PSYC 253 - Introduction to Social Psychology CREDIT HOURS MIN: 3
• SOCI 111 - Introduction to Sociology CREDIT HOURS MIN: 3
• SPAN 101 - Spanish Level I CREDIT HOURS MIN: 4
• SPAN 102 - Spanish Level II CREDIT HOURS MIN: 4
• SPAN 201 - Spanish Level III CREDIT HOURS MIN: 3
• SPAN 202 - Spanish Level IV CREDIT HOURS MIN: 3
• ENGL 211 - Technical Writing CREDIT HOURS MIN: 3
• HUMA 100 - Theatre Appreciation CREDIT HOURS MIN: 3
• MATH 137 - Trigonometry with Analytic Geometry CREDIT HOURS MIN: 3
• ENGL 220 - World Literature I CREDIT HOURS MIN: 3
• ENGL 221 - World Literature II CREDIT HOURS MIN: 3
• POLS 211 - Introduction to World Politics CREDIT HOURS MIN: 3
• HUMA 262 - Acting CREDIT HOURS MIN: 3
• MATH 201 - Brief Calculus I CREDIT HOURS MIN: 3

The Product Designer Career Path: How To Grow In Product Design

You’ll find a million articles out there about becoming a product designer. 

But sometimes, it’s hard to get a clear picture of what your career path might look like after you land your first role.

You might be wondering what a typical product designer career path looks like, or how long it normally takes to make it to the senior level.

I’ve written this article to give you a comprehensive breakdown of what your product design career might look like and how you can maximize it.

I’ll start with the basics—explaining exactly what a product designer does. I’ll then look at the typical levels in a product designer career path and roughly when you can expect to reach each one.

After that, I’ll share some advice on how you can keep growing as a product designer and give you some pointers on creating your career plan. 

To skip ahead to a section, use the clickable menu below:

What does a product designer do?

Levels in a product design career, how to grow as a product designer, how to create a career plan, key takeaways.

Put simply, product design is the research, design,  and crafting of new products, with extra emphasis on the “designing”. (You can check out our blog What is Product Design? for more on this.)

Product designers are pivotal in the design and development of digital products, such as apps and websites, as well as physical products and experiences.

Product designers are involved in the full product development journey. From ideation and research to conceptualization and perfecting pixels, they are consistently present. Often, they need to take center stage.

But it’s easy to get confused about the distinction between product designers and other design roles like UX, interaction, and visual design. Design positions often require proficiency in various design domains, which can mean there’s a significant overlap in responsibilities.

Major companies like Meta, Netflix, Apple, and Microsoft have replaced the “UX designer” title with “product designer” in their organizational structures. However, this change doesn’t necessarily indicate a substantial shift in the day-to-day tasks of designers in those roles.

So, what exactly does a product designer do? Let’s examine the list of main responsibilities in a recent (February and March 2024) product designer job description at Microsoft.

We’ve added the bolding, but the rest is exactly as published:

Responsibilities

• With direction, you will create wireframes, journey maps, prototypes and detailed mockups to iterate on product scenarios.  
• You will seek out and incorporate the feedback of the design team to refine your designs and align to larger product patterns. 
• You will communicate your work to peers and managers within your immediate team and feature crews. 
• You will collaborate with developers to ensure design quality . 
• You will work with creative team members, program managers, and developers to define product features . You’ll ask questions to learn about the scenarios, features, and requirements for your work. 
• You’ll apply the fundamentals of design to your work , translating functions and features into good UI and UX 
• You’ll use visual systems to ensure your designs are aligned with the rest of the product and ecosystem.

Although this job advert is from Microsoft, you’ll find listings that are very similar to most other tech companies.

What we’ve bolded are the key responsibilities of product designers—your day-to-day and week-to-week bread and butter. Here they are again, cut from the rest of the text for easier reading:

• Create wireframes, journey maps, prototypes, and detailed mockups.
• Seek out and incorporate the feedback. 
• Communicate your work to peers and managers. 
• Collaborate with developers to ensure design quality. 
• Work with creative team members, program managers, and developers to define product features. 
• Apply the fundamentals of design to your work.
• You’ll use visual systems to ensure your designs are aligned.

Although these seven things make up most of what product designers do, it’s worth remembering that—like in most roles—other tasks will sometimes come up that fall outside of your main responsibilities.

It’s also worth remembering that this advert is for a mid-level product designer. Microsoft adverts for senior and principal product designers have a different set of responsibilities, as you’d expect.

Speaking of levels, now that we’ve looked at what a product designer does, let’s take some time to understand the levels in a product designer career path.  

Before we start looking at the levels in a product designer career path, let’s explain the difference between being an individual contributor and a design manager. 

Put simply, individual contributors, or ICs as they’re often called, are craft-focused whereas designer managers are people focused.

Thea Betts, created a cool visual for her great blog  Designing your career as a designer: Individual Contributor or Manager , it neatly sums up the differences between what ICs do and what managers do:

Credit: Thea Betts in Designing your career as a designer: Individual Contributor or Manager  

While all product designers begin as ICs, there comes a point in the product designer career path where many have to make a choice between remaining an IC or becoming a manager.

(For more on the decision and transition between being an IC and a manager, have a look at the excellent blog When will I know that I should be a manager? from Adil Dhanani, a Staff Product Designer at Slack.)

The choice you make at this stage affects the levels in your career path as you progress (often more in your job title rather than the rate at which you go up the level).

So, we’ll outline the typical levels and years of experience as both an IC and a manager.

You’ll notice we’ve excluded Junior Product Design/Associate Product Designer from the table, this is because many companies now ignore those roles and simply start at Product Designer.

It’s also worth saying that this table is just a guide. Most companies follow similar seniority levels but probably use slightly different titles. Some will merge levels, while others will separate them for more granularity.

The years of experience required to reach each level can also vary significantly. It depends not only on the company culture and size, but also on your performance, competence, ambition, motivation, self-marketing, confidence, and a multitude of other factors. 

As a very general rule, you can move up more quickly in smaller companies. But at the same time, if you work at a tech giant, you might be in what’s on paper a less senior role but have more responsibilities and a higher salary.

There’s a great resource for comparing seniority and salary levels across tech companies: www.levels.fyi . Here, you can see side-by-side comparisons of the career progression at Microsoft, Google, and Amazon:

Now that we’ve looked at the levels of the product designer career path, let’s look at some ways you can ensure you keep growing in the role.

Let’s talk about growth as a product designer.

As in most industries and careers, growth as a product designer can come in many different ways and be sparked by many different things.

Let’s have a look at six things you can do that should help you keep growing as a product designer:

• Work as a product designer: OK, captain obvious. But top of the list of things that will fuel your growth as a product designer is actually working as one. There’s a reason why companies ask for X years of experience—it’s because, as a general rule, the longer you’ve worked as a product designer, the more you’ll have grown and the stronger you’ll be. Both in terms of the processes and principles and proficiency with the tools. Working as a product designer will almost certainly lead to a lot of natural growth and give you opportunities to do the other things on the list, which will also help you grow. This applies doubly if you’re in a gig with a good management team and mature product design practice.
• Ask for feedback, especially from experienced peers you respect: Getting feedback on your work—in design critiques, 1:1s, 360 reviews, sprint reviews, or even after it’s been shipped—is absolutely crucial to your growth. Yes, it can be very tough. Sometimes, your work will be ripped up (hopefully not literally). But getting insights from your peers is both enlightening and probably the fastest way to uncover your blind spots. (And by “peers”, we don’t mean just other product designers—product managers and owners, UX researchers and writers, and engineers might all have valuable feedback). A word of caution here though—remember feedback is just data, it’s not all equal in value, and it’s up to you to filter it and decide what to take on and what to discard. This will get easier as your career progresses.
• Get exposure to a wide range of projects: Working on diverse and challenging design problems is a surefire way to push yourself and grow consistently. If you’re working in an agency, this will often happen naturally as clients and projects come and go. If you’re working in-house, especially at the enterprise level, you might end up working on the same feature for a very long time. This has its own advantages—it means you can develop a more specialized skill set—but it’s still a good idea to get exposed to as many challenges and different requirements as you can.
• Learn independently: Whether it’s taking courses, attending conferences, or just listening to Lenny’s Podcast at the gym (other podcasts are available), continually educating yourself in product design and adjacent areas (product management, software development, content design, ux research, etc.) will help you grow. Your employer might have a budget for this—if so, take advantage of it.
• Make time for self-reflection: Giving yourself regular time to reflect on everything that you’ve worked on, what’s gone well, and what hasn’t, can really help you grow. In the same way that product teams hold retrospectives, you can check in on yourself too. Always remember to reward yourself for your progress and focus on the good stuff more than the bad: Hit 2 years in your first product design job, reward yourself with a weekend away!
• Find or become a mentor: Naturally, whether you’re the mentor or mentee will depend on where you’re at in your career. If you’re just starting out, a mentor can help you with big decisions and issues and provide a whole host of other advice. You can read Emerson Schroeter’s excellent blog The Importance of Mentorship for more on the topic. At the other end of the spectrum, you might be at the stage where you want to help other product designers by becoming a mentor. Many mentors say this helps their growth by reminding them what they know and keeping them connected with the community. It’s also often said that teaching something can help crystallize that knowledge.

Now that we’ve explored how you can keep growing as a product designer let’s look at how you can create a career plan.

Creating a career plan for your life as a product designer is tricky, especially if you’re just starting out in the field and you don’t know exactly how things work. If only you had the knowledge and experience of your future self to get it right. 

But in the meantime we’ve put together five tips—they’re a mix of ideas that can help you not just create a career plan, but also be prepared for inevitable ups and downs your career will bring.

• Use the seniority table, but be flexible too: The table in section two can be a useful guide to know when it’s typical to hit certain milestones in your career path. If it’s taking you significantly longer, it could raise some points for you to think about. But it shouldn’t serve as more than a very rough guide. Your product designer career path will probably not be strictly linear. You can plan a linear career path, of course—and taking steps up the ladder at typical intervals until you reach the top in your thirties does happen for some people—but it’s not a great idea to get too hung up on your career going exactly to plan. Make space for things to turn out differently, and don’t attach your self-worth to your job title.
• Understand wider market conditions: Most product designers—in fact most people in any line of work—experience periods of stagnation or even regression in their careers. Often this is due to wider market conditions, which can mean higher than normal levels of lay-offs and more competition for fewer product design roles. It’s unlikely you’ll get through your whole career without, at some point, being victim to a downturn in the market, so try to be prepared for it both financially and emotionally.
• “Make hay while the sun shines”: This is a phrase that will serve you well in your career, especially in being prepared for setbacks. If you haven’t heard it before, it means making the most of the good situations when they happen to you. It means not to assume that good situations will continue indefinitely. You might go through rapid growth when your career accelerates, and you find yourself earning more money than you expected. This could be due to being in the right place at the right time, working on a product or with a team that genuinely excites you, or just getting a new level of confidence in your skills that helps you shine. Take this opportunity to get a financial buffer and excellent case studies for your portfolio.
• Stay in jobs the right amount of time: This is something that doesn’t fit into a neat career plan and is much easier said than done. And, of course, you can’t always know if it’s definitely the right time to move on. However, the “earn or learn” test is a simple rule that can help. If you’re doing both, stay. If you’re doing one, stay and see if you can get more of the other. If you’re doing neither, you might want to start thinking about a change. At the same time, even a 4/10 or 5/10 job is often better than nothing, so be very wary about leaving a job unless you have a better offer lined up.
• Don’t climb more than you want to: It’s important to remember that there’s absolutely no shame in not being a VP or Senior Principal. Many product designers won’t want or need to go to the very top. Luckily, you don’t have to be there for product design to be a very well-compensated, challenging, and rewarding career. Like other careers, life at the very top often requires sacrifices that might not make sense for you. Being a VP will probably mean your job has much less of the designing part of product design and a lot more budgeting, negotiating, and stakeholder management. Being a level or three down might often give you a more balanced life.

Ok, so now that we’ve looked at pointers for creating your career plan and being prepared for some of the different ways it might unfold, it’s time to wrap things up with a few key takeaways.

Product design is a challenging, varied, and stimulating career. It’s rewarding and intellectually challenging. Often—to borrow a design phrase—the “cognitive load” is high.

It’s also a field that is changing fairly quickly, even if many of the principles that underpin it may not have changed. Because of this, it’s important to keep growing as a designer and to keep challenging yourself.

At the same time, over-investment in your career plan (and career in general) isn’t healthy. Keeping a balanced, pragmatic approach will help you maximize the good times but remain circumspect and patient during the not-so-good ones.

Some of you might forgo the career plan altogether—and who’s to say that’s not a totally valid option too? Especially if you’re the kind of person that would rather follow your instincts. 

For more product design, take our  free 5-day product design course  and check out these articles:

• What Is Sustainable Product Design?
• The Top 10 Product Design Interview Questions (And Answers)
• Using AI for Product Design: The Complete Guide

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Our Bespoke INSET packages give all primary and secondary schools delivering D&T the opportunity to have training in-school or online. These are for members and non-members and can offer a flexible and cost-effective alternative to scheduled CPD events and training days. These can be delivered in-school or online to effectively meet your school requirements by developing a bespoke package to meet your highly individual needs. 

For more information on our INSET training packages please click here.  

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We offer bespoke consultancy for primary and secondary schools delivering D&T. These are for both members and non-members and provides your school with the support and advice from experienced, subject experts. You may feel that you need an objective review of your D&T curriculum or help implementing quality, modern D&T curriculum in line with the requirements of the Ofsted Inspection Framework.

For more information regarding consultancy please  click here.  

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Our suite of E-Learning courses range from primary and secondary phases. The courses are developed by subject experts at the Design & Technology Association and are made to meet the needs and high standards of a modern, busy school and count towards your ongoing CPD. They are high quality, low price CPD to complete in your own time at your own pace. The courses have been designed for an individual member or non-member of the Association. Upon completion you will receive a digital badge as proof of the CPD. 

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97% of learners would recommend our e-learning courses to others.

For a full list of our E-Learning courses, please click here.

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We have a varied programme of free webinars enabling members and non-members to network and learn from each other and our trainers. Our online networking events connect the D&T community enabling teachers to share ideas, and learn from others. We also have webinars that range from D&T departmental tours (see how other D&T departments are organised), a Projects on the Page webinar giving an overview of the resource, Q&A webinar with D&T experts answering your queries on Non-Examined Assessment through to supporting NQT's and teachers that specialise in educating pupils with Special, Educational, Needs & Disabilities. See the schedule and book your place .

For those who have missed the previous webinars   and our D&T departmental tours  please find them in our Media: Video, Podcast, Webinars section. 

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A strong and educated membership helps the D&T Association develop, maintain, and present a valuable strategic vision. One that represents the views of the community to national policy makers, other government agencies, and partners. Our events are planned to ensure our members are equipped with the latest information to help them to implement the  national curriculum effectively and efficiently.

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Virtual reality technology for learning detailed design in landscape architecture

• Open access
• Published: 23 April 2024
• Volume 3 , article number  39 , ( 2024 )

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• Jaeyoung Ha   ORCID: orcid.org/0000-0002-8096-0567 1 ,
• Kawthar Alrayyan 1 &
• M. M. Lekhon Alam 2  

There is much interest in employing computer technology in design professions and education. However, few attempts have been made to apply immersive visualization technology to learn design details in landscape architecture. This study aims to illuminate how virtual reality (VR) technology helps students with design details in landscape architecture. Students were given a course project to create 3D models such as boardwalk structures located in residential pond areas. Based on their 3D models, we asked 16 research participants to answer survey questionnaires about the perception of realism, scale, and effectiveness of using computer technology in semi-immersive environments (e.g., monitor display-based) as opposed to fully immersive environments (e.g., VR head-mounted display-based). The results of our study showed that students had a higher realism in fully immersive environments compared to semi-immersive environments. In terms of perception of scale, participants perceived the height of the simulated model to be higher than they had anticipated in fully immersive environments. While there were no statistically significant findings regarding the effectiveness of design evaluation in the two modalities, students mentioned that VR technology can effectively assist in creating design details, as it provides them with a better understanding of the spatial characteristics of models.

Avoid common mistakes on your manuscript.

1 Introduction

As computer graphics and visualization rapidly develop and gain widespread popularity, there is a significant surge in the adoption of computer software for design education [ 1 , 2 ]. Learning two-dimensional (2D) and three-dimensional (3D) software, including AutoCAD, Rhino, and Sketchup, improves students’ ability to visualize and articulate their ideas with greater freedom [ 3 ]. Using computer software increases accuracy, neatness, and ease of modification for design works, thereby achieving time and cost efficiency for students [ 4 ].

Despite the benefits of computer graphics and visualization, students encounter several limitations when using 2D and 3D technology in the design field. One significant challenge lies in the conventional 2D monitor (e.g., LCD, LED display), which delivers a lower realism of visual representation in design models [ 5 , 6 ]. This limitation is problematic because students struggle to bridge the gap between imagination (their design works) and real-world design problems [ 7 ]. The computer drawings are unable to fully depict how their class design outputs are generated and produced on-site due to the distance of the model displayed on a monitor screen [ 8 ]. Thus, students do not understand the real scale and texture of their model when it is being built. As a result, this challenge discourages students from properly evaluating their design project and identifying potential flaws in their model.

The emerging immersive 3D visualization technologies, such as virtual reality (VR), are unlocking new opportunities for design exploration and presentation [ 9 ]. VR employs computer graphics systems in conjunction with a diverse array of interface and display devices to promote the sense of immersion in an interactive 3D computer-generated environment, wherein the virtual exhibits a spatial presence [ 10 ]. Sensory information is transmitted through a head-mounted display (HMD) equipped with a head movement tracking system, which provides seamless real-time visual representation, thereby allowing for a sense of full immersion [ 11 , 12 ] and a feel of presence [ 13 , 14 ]. VR serves as a tool for people to visualize, manipulate, and interact with intricate computer systems and data information [ 15 , 16 ]. It has significant potential for solving today's real-world problems [ 17 ].

The architectural professions use VR for various purposes, including communicating design specifications, finding appropriate design solutions, providing interactive design experiments, and improving understanding and learning of design concepts [ 18 ]. VR technology introduces the crucial aspects of immersion and interactivity to 3D computer-generated models, allowing unprecedented “exploration” that surpasses the limitations of the conventional forms of representation in professional domains [ 19 ]. The adoption of VR applications in various design fields has yielded significant improvements in teaching and training performance, enabling engineers and designers to apply theoretical knowledge to the practice of industry through real-time experiences [ 20 , 21 , 22 ].

In particular, VR becomes an integral design educational tool as it facilitates the transition from a teacher-centered methodology to a student-centered approach [ 23 ]. This is partially attributed to VR's capability to enable students to reflect on the functional and formal characteristics of architectural spaces [ 24 ]. Building upon this foundation, there is a small but growing body of studies investigating how VR plays a significant role in improving the spatial understanding of 3D spaces for untrained designers by evaluating students’ spatial perception [ 25 ]. Paes et al. [ 26 ] found that students generally have a better spatial perception of their design model in fully immersive environments. To verify this, spatial perception questionnaires were utilized to assess vertical distances, area of space, spatial positioning of elements, and shape using a 5-point Likert scale. Similarly, Hou et al. [ 27 ] also mentioned that the use of VR in design education can enhance students’ perception of scale, as it has an equivalent effect to training in real space. The accuracy of dimension judgment (e.g., distances from a virtual point to objects) was assessed to identify perception of scale. In Ceylan [ 28 ]’s study, students gained more benefits in perceiving the physical characteristics of a model (e.g., dimensions of the model) when using VR. The prediction of dimension, including length, width, height, and total used area, was evaluated using the percentile proximity of the actual size of the model. Additionally, open-ended questions were examined for their impressions of the models and their preference for using VR in design models.

Despite the considerable body of studies on immersive visualization technology over the last decades, few studies have examined how this emerging technology can improve the design process and facilitate the comprehension of design details in landscape architecture. Furthermore, to the best of our knowledge, no studies have explored the effectiveness of VR in learning design details based on students’ project outputs. Immersive VR environments equipped with high-resolution HMDs enable users to experience high realism, thereby providing a real-scale perception of spaces and high precision in material representation [ 8 , 29 ]. VR allows users to experience spaces from their own perspective by generating 3D spatial information on a full scale and presenting the illusion of depth and immersion [ 30 , 31 ]. Thus, enhanced awareness of the 3D elements and factors in design details through VR promotes spatial cognition, aiding users in making more informed design decisions [ 32 , 33 , 34 ] and identifying potential design defects [ 35 ].

This study proposes to integrate VR technology into landscape architecture design detail courses to enhance students' learning outcomes effectively. In the class final project, students are required to construct different types of wood structures in residential community pond areas and simulate their design using two different methods: (1) conventional way: 3D simulation in the semi-immersive environment (monitor display-based simulation), and (2) the proposed way: the fully immersive environment (VR HMD-based simulation). Our research team examines students’ work to determine how VR can enhance their understanding of learning landscape design detail by evaluating spatial realism, spatial scale, and the effectiveness of using emerging technology. To achieve our goal, this study examines three main research questions: (1) To what extent does students’ perception of realism in the design model differ between semi-immersive and fully immersive environments? (2) To what extent does students’ perception of scale in the design model differ between two different modalities? (3) How effective do students feel when implementing detailed designs in two different modalities?

2.1 Experiment design

2.1.1 overview of the research procedure.

The present study utilized students’ final project of LAR 3164: Design in Detail, a prerequisite course for construction documentation studio in the landscape architecture program at Virginia Tech in the United States. This course targets third-year undergraduates and encompasses theoretical and practical aspects of building construction education and its development for landscape architects. LAR 3164 aimed to teach students about landscape construction details and their impact on design, enhance their skills in traditional and digital construction methods, and explore the forces, properties, limitations, and mitigation strategies related to materials selection. We selected this course for our research experimental settings because students learn a wide range of practical detail designs for landscape construction.

This study had only 16 participants. A small sample size is common due to the nature of design education, wherein educators individually trained and guided each student through their semester-long project. However, the sample size is sufficient for the purpose of this project and in accordance with relevant literature [ 23 , 36 , 37 ]. Based on the outputs of each student’s final project work, we asked several questions to examine our research goals and objectives. In our survey consent form, we included the statement, “Research participation may not affect grades, recommendation letters, or other opportunities or decisions made by teacher-investigators” to ensure a non-oppressive environment for students. This study was approved by the Virginia Tech Institutional Review Board (IRB).

2.1.2 Student’s work procedures (Assignment instructions)

The aim of the final project in LAR 3164 is to enhance students’ understanding and skills in designing wooden structure models for the pond area in the apartment community in Blacksburg, Virginia. The site is frequented by students, faculty members, and seniors of the community for outdoor recreational activities, including walking and jogging. The area of the pond is approximately 70,143 square feet. Figure  1 shows a satellite and a digital base map of the pond area as given to the students. The students were tasked with designing and strategically placing three wood structural elements: a wooden boardwalk, a resting deck, and a wood overhead structure (e.g., pergola), taking into consideration the natural surroundings and the pond’s proximity.

Site base map and satellite image

The project consisted of three main parts: site planning and design (master plan), the execution of detailed design drawings, 3D modeling and rendering, and the research experiment phase (see Fig.  2 ). In Phase 1, students analyzed the site, developed designs for the structural elements, and decided on the materials and structural configurations. In Phase 2, students translated their master plan design into 2D detail design drawings using AutoCAD. Footnote 1 The instructors provided feedback on their design structures and specifications. Phase 3 focused on 3D modeling using SketchUp Footnote 2 and Rhino Footnote 3 based on their 2D detailed drawings. Finally, the outcome of the 3D model design was rendered via Twinmotion EDU 2022.2.3. Footnote 4 The students’ work served as a preparation for the research experiment.

A student’s work procedure for the final project

2.1.3 Survey methodology

For the research experiment, students imported their final 3D wood structure models into Twinmotion software to be used for the simulation experiment (see Fig.  3 ). The main idea of this experiment is to test the perception of realism, scale, and effectiveness on the 3D boardwalk simulation by comparing semi-immersive and fully immersive environments. We asked about the extent of realism of computer simulation in size, volume, depth, view, and texture using a 5-point Likert scale (1 = Nothing; 5 = Much) derived from Gómez-Tone, Bustamante Escapa [ 8 ] survey questionnaires. The survey questionnaires inquire about “how much realism gives space the perception of its real size, volume, depth, view, and texture respectively?”. A higher value for each metric indicates that participants perceive a greater sense of realism when observing their visualized models, while a lower value implies respondents perceive less realism in each metric. These questionnaires identify whether two different modalities create differences in the perception of realism among student participants.

Final work samples of students

In terms of scale, we asked questions about the spatial scale regarding their simulated design models. Since students individually produce their own models and have different dimensions of their works, we cannot ask for the absolute size of design models to assess the participant’s sense of scale (e.g., how many feet wide do you think your simulated model is), as in previous studies. Furthermore, they were already well-informed about the dimensions of detailed drawings while working on the 3D modeling process. Thus, we measured the participants’ relative size of an object as compared to their reference by asking the extent of the degree to which students expected the scale of their boardwalk models. “On a scale of 1 to 5, where 1 indicates that the size of the simulated model is much smaller than your expectations and 5 indicates that the size of the simulated model (boardwalk) is much larger than your expectations in height, width, and length” using a 5-point Likert scale (1 = Very small; 5 = Very large). A higher value for each metric demonstrates that simulated models in each modality are larger than the participant’s expectations. A lower value implies that simulated models are smaller than their expectations.

The last part of the survey asked about the extent of effectiveness of computer simulation finding defects of scale, and structure in two different modalities using a 5-point Likert scale (1 = Strongly disagree; 5 = Strongly agree). The survey questionnaires include “Do you think this simulation helps you to find any inappropriate scale, material (texture) defects, overall errors, and defects of structure in your design model?”. A higher value of each metric depicts that each modality is effective in identifying errors in their models, while a lower value indicates that each modality is not effective. We also asked how computer simulation can help design solutions and decision-making processes using the same Likert scale. Only after a fully immersive environment experience did we ask open-ended questions about how VR can help in the process of design details: “How will VR assist you in making better decisions regarding the outcome of your design?” and “Provide two advantages of using a fully immersive environment (VR HMD-based) when simulating your model as compared to a semi-immersive environment (monitor display-based).”

2.1.4 Experimental procedure

The experiment was conducted in two consecutive parts: (1) a semi-immersive environment experience followed by a survey designed by the researchers and (2) testing the 3D model in a fully immersive VR environment experience followed by a survey including open-ended questions, as shown in Fig.  4 . Each student was allotted 30 min to participate in the entire research procedure. The semi-immersive environment experience entailed testing the project within a 2D monitor display-based semi-immersive environment setup. The students navigated their 3D models using mouse and keyboard controls via a wide 34-inch LG monitor display (2560 × 1080 resolution) for approximately 5 min. The students then completed a survey assessing their perception of realism, scale, and effectiveness of semi-immersive visualization technology.

The flow of the research experiment

In the second part, the same 3D models were tested in a fully immersive VR environment using the HTC VIVE PRO VR system and HMD for 5 min. Twinmotion provides “VR mode” to enable users to navigate 3D models in fully immersive environments. The participants completed a survey specific to this aspect of the experiment. Additionally, two open-ended questions were included to explore how VR could enhance decision-making and the advantages of using VR for this project.

2.1.5 Participants’ demographics

A total of 16 students participated in this research at the end of the semester. Out of the 16 students, 9 were female, and 7 were male. The age groups ranged as follows: under 20 (6 students), 20–25 (8 students), 25–30 (1 student), and 30–35 (1 student). The vast majority of participants were white (10 students), followed by Asian (4 students), Latino (1 student), and one student did not respond. Among them, 12 students were undergraduates, and 4 were at the graduate level. Additionally, 10 out of the 16 students reported having VR experience before this experiment.

2.2 Data analysis

2.2.1 statistical analysis.

Our study design performed repeated measures of each participant’s response in semi-immersive and fully immersive environments. Since our data was not normally distributed, the non-parametric test is more suitable for examining our research questions. Therefore, the Wilcoxon signed-rank test was applied to examine the differences in participants’ perceptions between semi-immersive and fully immersive environments. The rank-order test method is more robust when the sample sizes are too small to meet the underlying assumption of continuous data (e.g., probability distributions) [ 38 ]. The minimum sample size threshold for non-parametric asymptotic tests is 16 [ 39 , 40 ]. Statistical analysis was performed using IBM SPSS Statistics 28. Under each three main research questions, we have sub-questions to test whether it has a statistically significant difference between two different environments. The Wilcoxon signed-rank test measures each sample twice to perform pairs of observations. The effect size (r) was computed as the absolute Z statistic divided by square root of the sample size. Cohen [ 41 ] noted that effect sizes are often classified as small (≈ 0.2), medium (≈ 0.5), or large (greater than or equal to 0.8).

3.1 Realism

The results of the Wilcoxon signed-rank test revealed a statistically significant difference between the scores of realism in semi-immersive and fully immersive environments. The fully immersive environment had a higher realism score in size than the semi-immersive environment, Z = − 2.714, p  = 0.007, with a medium effect size (r = 0.679). In terms of volume, the fully immersive environment had a higher realism score than the semi-immersive environment, Z = − 3.358, p  =  < 0.001, with a large effect size (r = 0.840). In addition, the fully immersive environment had a higher realism score in depth than semi-immersive environments, Z = − 3.217, p  = 0.001, with a large effect size (r = 0.804) (see Fig.  5 and Table  1 ).

Results of the realism survey

The results of the Wilcoxon signed-rank test revealed a statistically significant difference between the scores in semi-immersive and fully immersive environments. The score for height was significantly greater in the fully immersive environment compared to the semi-immersive environment, Z = − 2.070, p  = 0.038, with a medium effect size (r = 0.518). The mean height value in the fully immersive environment was 3.38, indicating that participants perceived the height of the simulated model to be higher than they had anticipated. However, the two systems had no statistically significant difference in the perception of width and length. The score for width in the fully immersive environment was less than in the semi-immersive environment. The score for length in the fully immersive environment was greater than in the semi-immersive environment (see Fig.  6 and Table  2 ).

Results of the scale survey

3.3 Effectiveness

The Wilcoxon signed-rank test results showed no statistically significant difference in identifying inappropriate scale, material defects, and structural defects between the semi-immersive and fully immersive environments. In addition, no statistically significant differences were found in assistances of creativity of details and design decision-making in the semi-immersive environment compared to the fully immersive environment. Although all variables were not statistically significant, most participants still found fully immersive environments effective in identifying design flaws and aiding in decision-making. (see Fig.  7 and Table  3 ).

Results of the effectiveness survey

4 Discussion

This research attempts to uncover how immersive visualization technology can be effective in structural detail design in landscape architecture. To the best of our knowledge, no studies have examined how immersive visualization technology can promote landscape design details based on students’ design works. Expectedly, the results of the study showed that fully immersive environments could give students higher realism in size, volume, and depth while navigating their 3D models compared to semi-immersive environments. This is in line with previous findings that VR can give users a higher level of realistic experience [ 42 , 43 ]. Participants especially feel a considerable gap in realism in the volume and depth of their model in two different environments. The fully immersive environment is more likely to offer participants a higher realism by incorporating texture, shading, shadow, and lighting [ 44 ]. This outcome illustrates that VR can be useful because it promotes the comprehension of specific design features (e.g., layout, scale, and dimension) during the design review process [ 45 ].

Regarding the perception of scale, the mean values of height, width, and length were close to 3, indicating that the dimensions of simulated 3D models exhibited the intended scale in semi-immersive and fully immersive environments. When comparing the two systems, the Wilcoxon signed-rank test results revealed no statistically significant difference in the perceived width and length of their wood structure models. This is because students were familiar with the length and width of their model. When they conducted the detailed design drawing process, they referred to tables from textbooks that explained the maximum spans and distances of each beam, span, and post. Furthermore, the width and length of the wood structure model are also easily assessed with 2D drawings without 3D perspective drawings.

However, students perceived that the height of the simulated model was much higher than their expectations in fully immersive environments. One explanation is that the model’s height is not easily assessed in the semi-immersive environment because it cannot properly project topography with surrounding environments at eye level. In fully immersive environments, the height of the wood structure felt higher as VR gives more realism in the depth of the pond area and provides the real or natural scale [ 8 ]. In open-ended questions, students mentioned that scale was more recognized in VR simulation as they could observe objects in their eye level perspectives (i.e., their vision height in the real world) (Refer to Table  4 for comments provided by student H). Thus, their perception of height via semi-immersive environments might be inaccurate, whereas fully immersive environments might be closer enough to the real scale with a high accuracy. Taking this into consideration, students tended to design a lower height of wood structure than intended when building 3D models.

Surprisingly, the findings of this study revealed no significant difference in participants’ perception of the effectiveness of evaluating their design work in fully immersive and semi-immersive environments. This is partly because students went through their design while building a 3D model in SketchUp. During the design stage, they already acknowledged the possible defects in their model, including size, texture, and structure. Though the results showed no statistical difference, students were more likely to feel effective when they explored their design model in a fully immersive environment.

The answers derived from open-ended survey questions support the effectiveness of using VR in detail design for students. One main benefit highlighted by participants was the ability of VR to enhance their understanding of real scale and spatial relationships. By immersing themselves in a virtual environment, they could have a cognitive experience from a first-person perspective [ 34 ], gaining a better sense of the size and proportions of objects and spaces related to their structural design. Immersive visualization technology allowed them to make more informed decisions when designing detailed elements of their projects.

Second, the participants emphasized the value of VR in assessing material properties and texture through close examination as it gives a more realistic sensation [ 46 ]. This enabled them to make more accurate judgments about the suitability of materials and ensured their design aligned with their intended aesthetics and functional goals. Third, the participants highlighted the role of VR in identifying design issues and facilitating the iterative design process. They could easily spot misalignments, connections, and other potential flaws. These early detections of issues empowered them to make necessary adjustments before final submission. The study participants acknowledged the convenience of VR in bridging the gap between the 2D drawing works and the simulation of the 3D model [ 47 ]. This transition facilitated better decision-making about scale, materials, and overall site context.

After our experiment, we also asked students to revise their 3D drawings and renderings based on defects found in their VR experiences as an activity for students to reflect on their constructed models (see Fig.  8 ). One student observed several issues found in the original wood structure models while experiencing VR simulation, such as the structure’s scale, seating arrangements, and the leveling of the boardwalk with existing topography. Several drawing revisions were made to easily transition between the boardwalk and the existing path, enlarging the pergola, rearranging the seating, and utilizing plantings to break up the space. Throughout the VR simulation, students acknowledged that VR can effectively assist in identifying structural defects in their model and implementing modifications of drawings. This finding supplements a broader body of work that explores the efficacy of using VR in landscape design detail.

Revision of a student’s work

4.1 Limitations and implications

Though this study highlights several implications for design educators, there are some limitations in our study. First, due to the class size and limited resources, only 16 students participated in our study. The small sample size can limit statistical power and lower the external validity of this study. Although we addressed this issue using a non-parametric test, we strongly recommend that future studies consider using a larger sample size to increase statistical power.

Second, although we had open-ended questions in our survey, we mainly relied on questionnaires utilizing the 5-point Likert scale to inquire about students’ perceptions of their 3D models. To identify more details, the semi-structured interview is highly encouraged for each participant.

Third, there is a technological limitation in the current VR HMD. Even though the VIVE Pro 2 has a high resolution (2448 × 2448 pixels per eye), some participants feel cybersickness (e.g., dizziness, nausea, and headaches) caused by sensory mismatch (i.e., a sense of self-movement in VR environments while physically stationary in the real word environments) [ 48 , 49 , 50 ]. This technological limitation may lead to variations in participants’ responses to the survey [ 48 ]. To address this fact, future studies need to employ a simulation sickness questionnaire (SSQ) to consider potential confounding effects [ 51 , 52 ].

Fourth, we were unable to evaluate how participants accurately provided the precise measurement of their respective wood structure models. As each participant designed their own 3D model, each wood structure model exhibited considerable variation in width, length, and height. Thus, we had no choice but to assess the perceived scale from participants rather than the actual measurement in this study. Future research might need to assign students wood structure drawings with identical dimensions like previous studies [ 26 , 27 , 28 ].

Lastly, this study did not consider the order of research procedures in our experiment. Participants experienced the 3D simulation in semi-immersive environments first, and afterward, they experienced the same 3D simulation in fully-immersive environments. Though several experimental studies found there was no main effects in the sequence of experiments [ 53 , 54 , 55 ], this sequential judgment might be susceptible to distortion, as two forms of contexture effects can influence each other [ 56 ]. To mitigate this effect, future studies should take into account this carryover effect by incorporating two different orders of research experiments.

The advantages of immersive VR for detail designs surpass those of the semi-immersive computer monitor experience. The ability to fully immerse oneself, understand scales more accurately, physically interact with space, and navigate easily contributes to a more realistic and comprehensive simulation experience. As VR technology continues to evolve, its integration into landscape construction design workflows holds great promise for improving decision-making, enhancing user experiences, and pushing the boundaries of design innovation. This study bridges industrial needs with educational demonstrations and provides some necessary suggestions for more practical design education.

5 Conclusion

Computer technology plays a significant role in assisting the design works for students. However, conventional 3D graphic software has a limitation in that it cannot produce realism, failing to detect defects in design outcomes. This study aimed to explore how VR technology can assist students with design details in landscape architecture. To achieve this goal, we asked students to design wood structure details such as boardwalks in residential pond areas. Based on their design works, 16 students were asked to answer survey questionnaires about the perception of realism, scale, and effectiveness of computer technology by comparing semi-immersive (e.g., monitor display-based) and fully immersive environments (e.g., VR HMD-based). Our findings showed that participants were more likely to feel a higher level of realism in size, volume, and depth in fully immersive environments than in semi-immersive environments. Furthermore, participants responded with varying perceptions of the scale, particularly with regard to the height of wood structure details, between the two different environments. Though there was no statistical significance, participants answered that a fully immersive environment could facilitate the creation of design details in landscape architecture. VR can help participants better understand the size and proportions inherent in their design objects. These findings show that emerging technology empowers students to elevate their creative design output by achieving greater precision and fidelity in their work.

Data availability

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to the protection of privacy.

Code availability

Not applicable.

AutoCad 2023 is being used with an educational account at Virginia Tech.

SketchUp Studio is being purchased as the student version (Link: https://www.sketchup.com/plans-and-pricing#for-higher-education ).

Rhino 8 is being used with an educational account at Virginia Tech.

Twinmotion is available in the education edition (Link: https://www.twinmotion.com/en-US/license ).

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Acknowledgements

The authors thank the Center for Excellence in Teaching and Learning at Virginia Tech for funding this research. This study was supported by the “Scholarship of Teaching and Learning Grants.” We also express our gratitude to the students who participated in this research.

The authors thank the Center for Excellence in Teaching and Learning at Virginia Tech for funding this research. This study was supported by the “Scholarship of Teaching and Learning Grants.”

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Conceptualization, Jaeyoung Ha, Kawthar Alrayyan, M. M. Lekhon Alam; methodology, Jaeyoung Ha, Kawthar Alrayyan; software, Jaeyoung Ha; formal analysis, Jaeyoung Ha; data curation, Jaeyoung Ha, Kawthar Alrayyan; writing—original draft preparation, Jaeyoung Ha, Kawthar Alrayyan; writing—review & editing, Jaeyoung Ha, M. M. Lekhon Alam.

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Ha, J., Alrayyan, K. & Alam, M.M.L. Virtual reality technology for learning detailed design in landscape architecture. Discov Educ 3 , 39 (2024). https://doi.org/10.1007/s44217-024-00123-9

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• Self-paced or supervised courses.
• Degree programs from participating colleges and universities.
• Some users report problems with being over-charged or incorrectly charged for a subscription.
• Does not specialize in one field.

While some of the classes edX hosts, like Harvard’s well-known Introduction to Computer Science, are available for free elsewhere , the edX platform provides certifications and an extensive catalog of courses across industries affiliated with universities. edX’s tech-focused courses include artificial intelligence programming and business strategy related to AI, cybersecurity, cloud computing and more.

Many courses provided through edX are free but require payment for a certification, which can cost $50 – $300 ; prices for more advanced courses may be higher. Verizon provides one year of free access, which learners can register for with or without a Verizon account. Businesses can contact edX for information about a corporate account .

• Boot camps.
• Degree programs.
• Resume writing help.
• Some affiliated colleges are moving away from edX and shifting online classes to their own websites.
• Some users report hidden fees .

freeCodeCamp

freeCodeCamp provides tutorials and courses on thousands of topics and a proprietary certification program. Beginners just learning to write code will find a wide array of tips for learning programming languages as well as more advanced instructions for applying that knowledge. freeCodeCamp’s text and video tutorials are relatively easy to access and use, even for people with little tech background. Their more advanced tech certifications include Data Analysis With Python, Information Security, Back End Development and APIs and more.

freeCodeCamp is a nonprofit and funds itself through donations. All of its offerings are free.

• All courses are free.
• Certification programs, which require five projects and associated exams to complete.
• English for Developers certification (for developers for whom English is a second language).
• Interview and job search resources.
• freeCodeCamp is a relatively small platform. This may be preferable to some learners or be underwhelming.

Udacity sets itself apart with its nanodegree programs, which are months-long courses that mimic traditional college degrees and may result in certificates of achievement. Udacity is known for its relatively rigorous courses and hands-on components. Tech topics available as courses from Udacity include data science, programming, development, autonomous systems, product management, artificial intelligence and more.

Accessing any content on Udacity requires a subscription. A subscription costs $249 per month, or $846 for four months. A team plan for companies with 50 to 1,000 employees costs $249 per user per month. Enterprises and governments can inquire for pricing information.

• Courses in tech including AI, project management, executive leadership and more.
• Guided student projects.
• Hands-on assignments.
• Relatively expensive.
• Some reviews say the teacher-to-student ratio and quality of teachers has declined in recent years.

W3Schools provides straightforward, beginner-friendly classes focused entirely on programming, data analytics and website building. In addition, W3Schools provides services such as reference pages and website hosting, which may be useful if a learner wants to demonstrate their skills on their own website.

Pricing for W3Schools depends on the class, certification or service being used; many of the tutorials are free. An ad-free subscription costs $14.99 per month. Pricing for certification exams vary .

• Text tutorials.
• Hands-on exercises.
• Catalog of certification exams.
• Optional gamified “MyLearning” points system.
• Goal-setting tool.
• Website creation.
• HTML color code generator.
• May not be relevant to an audience already familiar with programming and the basics of data analytics or web design.
• Tutorials may be sparse and not add a lot of context about what each programming language is used for.

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I'm Sergey Gorbunov (Serg Gorbys)

Fifteen years experience in web-development, allow me to present some mine works, two things are infinite: the universe and human stupidity; and i'm not sure about the universe., a. einstein, this slider.

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My name is Gorbunov Sergey. Born in 1966.

I've graduated Moscow Aviation Institute in 1989. Specialization - applied mathematics. Have a wide experience in programming (30 years - from student's years). Last 15 years my favourite programming language is JavaScript.

This site - presentation of some my works. You can see them in Portfolio part. Have an experience in teaching of programming also. I'm interesting to take part in any project as JavaScript or Front-end developer.

Have a lot of hobbies. Some of them You can see on the left side.

First image - try to guess what is this! answer is very simple: unique russian nano-tech kettle .

Second image - graphic presentation of Mandelbrot set (first coded in Fortran77 in 1990 between calcs of turbulence in nuclear blast cloud ;-)

Third - travels... Far, far north-east...

Fourth - favourite car (red is better)

As for me, all I know is that I know nothing. Socrates

Moscow Aviation Institute (National Research University)

I've graduated department of applied mathematics in 1989. Then researcher in central institute of physics and technology. Since the mid-90s teaching and freelancing. Have a wide experience in programming (30 years - from student's years). Last 15 years my favourite programming language is JavaScript.

Remember Netscape Navigator, DOM 1 and internet access via modem

Employment History

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Some Other Job

Recent work.

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Some Other Work

Computer courses

Some Old Work come soon...

Souvenirs e-shop

Get In Touch

Sergey gorbunov.