A Personal History of Michigan’s College of Engineering in Modern Times

The 2003-2004 academic year will mark the 150th anniversary of engineering education at the University of Michigan. More precisely, the first classes in engineering met on January 20, 1854, and the first degree in engineering was given to a Michigan student in 1856. Throughout the ensuing years, the UM College of Engineering has provided leadership for engineering education, research, and practice for the nation and the world while contributing greatly to the progress of the University of Michigan.http://deepblue.lib.umich.edu/bitstream/2027.42/58616/1/On The Move.pd

On the Move, a Personal History of Michigan's College of Engineering in Modern Times

http://deepblue.lib.umich.edu/bitstream/2027.42/89093/1/2003_On_The_Move.pd

Design revolutions: IASDR 2019 Conference Proceedings. Volume 1: Change, Voices, Open

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 1 includes papers from Change, Voices and Open tracks of the conference

Heritage Futures

Preservation of natural and cultural heritage is often said to be something that is done for the future, or on behalf of future generations, but the precise relationship of such practices to the future is rarely reflected upon. Heritage Futures draws on research undertaken over four years by an interdisciplinary, international team of 16 researchers and more than 25 partner organisations to explore the role of heritage and heritage-like practices in building future worlds. Engaging broad themes such as diversity, transformation, profusion and uncertainty, Heritage Futures aims to understand how a range of conservation and preservation practices across a number of countries assemble and resource different kinds of futures, and the possibilities that emerge from such collaborative research for alternative approaches to heritage in the Anthropocene. Case studies include the cryopreservation of endangered DNA in frozen zoos, nuclear waste management, seed biobanking, landscape rewilding, social history collecting, space messaging, endangered language documentation, built and natural heritage management, domestic keeping and discarding practices, and world heritage site management. 'I suspect this book will prove to be a revolutionary addition to the field of heritage studies, flipping the gaze from the past to the future. Heritage Futures reveals the deep uncertainties and precarities that shape both everyday and political life today: accumulation and waste, care and hope, the natural and the toxic. It represents a uniquely impressive intellectual and empirical roadmap for both anticipating and questioning future trajectories, and the strange, unfamiliar places heritage will take us.’ - Tim Winter, University of Western Australi

Empowering vulnerable women by participatory design workshops

This contribution addresses the issue of homeless women’s empowerment through design workshops and according to the capability approach. The paper presents small, ordinary stories of women that experience being designers. Besides the professional label, being a designer means to approach reality from the transformative perspective of pursuing a positive change. It also translates in claiming the space for the expression of a personal vision of the world, within a cooperative environment. It enables to experiment innovative strategies to solve problems and to pursue self-determination in practical activities

Heritage Futures: Comparative Approaches to Natural and Cultural Heritage Practices

Preservation of natural and cultural heritage is often said to be something that is done for the future, or on behalf of future generations, but the precise relationship of such practices to the future is rarely reflected upon. Heritage Futures draws on research undertaken over four years by an interdisciplinary, international team of 16 researchers and more than 25 partner organisations to explore the role of heritage and heritage-like practices in building future worlds. Engaging broad themes such as diversity, transformation, profusion and uncertainty, Heritage Futures aims to understand how a range of conservation and preservation practices across a number of countries assemble and resource different kinds of futures, and the possibilities that emerge from such collaborative research for alternative approaches to heritage in the Anthropocene. Case studies include the cryopreservation of endangered DNA in frozen zoos, nuclear waste management, seed biobanking, landscape rewilding, social history collecting, space messaging, endangered language documentation, built and natural heritage management, domestic keeping and discarding practices, and world heritage site management

Youth who serve: Mandatory school service experience and consequent civic responsibility

Two phenomena are of interest in this study. One is youth service, in particular, the acts of volunteering by young adults. The second concerns the learning of service, with specific reference to mandatory school service. The aim of the study is to explore to what extent and in what ways young people believe that their sense of civic responsibility and propensity to serve was influenced by their experience of service at school. To achieve this aim, a qualitative study was conducted on a group of post-school youth in Singapore who had participated in mandatory community service while at school, and had continued to serve beyond school. A phenomenological approach was adopted to capture the essence of these young people’s perceptions of their service experience at school and how they interpreted the relationship between their past school service experience and subsequent adult volunteering. Data for this study were collected from interviews and participants’ reflective journals then analysed using Interpretative Phenomenological Analysis (IPA). Several key insights emerged from the data, the most significant of which was that students in hindsight believed that there was value in having required service. The majority felt that their school service experience introduced them to the idea of serving and provided them a platform for subsequent volunteering. Although most participants endorsed the principle of mandating service, they believed ultimately, it was the quality of the service programmes and their implementation that mattered. While school service might have played a role in shaping their sense of service, the participants pointed out there were many reasons why they volunteer apart from their past service experience as students. The findings can potentially be significant to educators in Singapore where very little is known about how mandatory school service can contribute to the development of the ethic of care and commitment to service. A more comprehensive picture of the role and relevance of service experience in the lives of students can help educators be more insightful and reflective of their own professional practice. In addition, the ii study may shed light on how students’ sense of civic responsibility develops over time. Information on the longer-term impacts of school service experience on students may provide educators with a better sense of its value and effectiveness as an approach to inculcate civic consciousness