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A series of IDS Kyoto have been held annually since 2013, and its objective is to facilitate the formation of active collaborations among worldwide well-known institutions to achieve a tangible outcome and to develop a sustainable network of design-related researchers all over the world.
Four years have passed since the Kyoto University Design School (KDnS) started, and based upon our past accomplishments we have in place a plan to monitor and improve the quality of the program towards establishing international standardization of design education.
KDnS graduates will:
It is important to ensure that our programs adopt a broad and interdisciplinary perspective and that courses in the curriculum as well as co-curricular activities support the attainment of learning outcomes as mentioned above.
IDS Kyoto 2017 first introduces our programs to assure that the quality of educational outcomes achieved by students meets international standards wherever the students study. Then, IDS Kyoto 2017 features speakers who are from worldwide renowned institutions on design research education and are implementing their programs aiming at the similar targets to our KDnS to collaboratively achieve the mission of the symposium of "Establishing International Standardization of Design Education" with all of the participants.
In addition to the speakers, International Advisory Board Members of the Kyoto University Design School also join and facilitate the discussions with the participants to collaboratively achieve the mission of the symposium of "Establishing International Standardization of Design Education".
Graduate School of Engineering, Kyoto University
Graduate School of Education, Kyoto University
Graduate School of Informatics, Kyoto University
Graduate School of Management, Kyoto University
Tetsuo Sawaragi (Graduate School of Engineering, Kyoto University)
Access to Kyoto University: http://www.kyoto-u.ac.jp/en/access/
Yoshida Main Campus Map: http://www.kyoto-u.ac.jp/en/access/yoshida/main.html
Spring Design School 2017: http://www.design.kyoto-u.ac.jp/spring-design-school-2017/
IDS Kyoto 2016: http://www.design.kyoto-u.ac.jp/idskyoto-2016/
IDS Kyoto 2015: http://www.design.kyoto-u.ac.jp/idskyoto-2015/
ISDV 2014: http://www.design.kyoto-u.ac.jp/isdv2014/
IDS Kyoto 2013: http://www.design.kyoto-u.ac.jp/idskyoto-2013/
In the 21st Century, where human civilization achieved a zenith of progress at many fronts, humanity encounters complex challenges, mostly as a result of unintended consequences of these achievements. We look at engineering as a discipline that educates students to solve problems, but current human challenges cannot be solved, or even identified accurately, by engineers alone. Humanity’s most pressing problems are interconnected, involve competing interests, and defying simplification. Disciplinary education is a way of the past. Such teaching methods encourage achieving depth in an isolated arena, such as engineering, basic sciences, humanities, or social sciences. Though attaining depth of knowledge in one field, disciplines are now significantly entangled in one another. Educational silos are dissolving, albeit slowly, to create new fields of enquiry that are beyond reductionist approaches. Systems thinking is emerging, with focus on nonlinear understanding, and is providing new vocabulary for integrative logic where breadth is balancing depth.
A central part of addressing human challenges is education. Educating a new generation of thinkers and innovators that can hold leadership positions and create large-scale change for the better is critical and difficult endeavor. New educational approaches and curricula are required. But most of educational systems are not agile enough to conform to the required changes. Many educators look at design as a tool to create innovation to outperforming normative modes and drive new outcomes in behavior, paradigms, systems transformation and systems trajectories. However, this particular method and concept of design curriculum is still in the formation stage. At Harvard we believe that universities have the responsibility to create contribution to society by integrating future challenges of humanity and educational programs.
My talk will discuss the type of courses and programs at Harvard SEAS that have been focusing on articulating human challenges and enabling innovations. In this context, we will discuss theory and experiential courses on understanding systems dynamics, theory of change, challenges of systems (scale, complexity, nonlinearity, time effects). In addition, we will discuss experiences we had in creating cross-school collaborations, alternative pedagogy and external engagements.
Fawwaz Habbal is the Executive Dean for Education and Research and Senior Lecturer at Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS). Dr. Habbal Joined Harvard Engineering in 2002 as the Associate Dean for Academic Planning and was instrumental in the development of the intellectual direction for bioengineering and EE at SEAS. In 2007, he became the Executive Dean of SEAS. One major interest of his has been in expanding the curriculum that enables students’ creativity and entrepreneurship. This includes the conception and development of the collaborative Master’s in Design Engineering with the Harvard Graduate School of Design, launched Fall of 2016. He also teaches courses in design engineering, electrical and mechanical engineering, nanofabrication, NMES, photonics devices and microfluidics. He is a member of the Applied Physics research group at SEAS, and is the Director of the Graduate Engineering Studies.
Prior to joining Harvard, Dr. Habbal worked in industry and became Senior Research, Engineering Fellow, and Corporate VP at Polaroid Corporation. At Polaroid, he was responsible for research and product design. He was also tasked to develop the electronic imaging business group. After leaving Polaroid, he established 3 start-ups in electronic imaging for the mobile market.
Dr. Habbal has significant publications in materials science, electronics, imaging and nanophotonics. He did postdoctoral research in Raman spectroscopy at the University of Colorado and was senior research fellow at Harvard before his industrial career. Dr. Habbal earned a BS in Mathematics, PhD in Physics and has several business degrees.
Fostering the ability to effectively “design” systems and artifacts that will contribute to solving complex problems in contemporary global societies is stated as the goal of the Kyoto University Design School. The degree program declares to develop “+ shaped people,” or outstanding experts who are capable of changing society through collaboration with others beyond the boundaries of their expertise.
The concept of “design” is so broad, however, that it is not immediately evident what students can be expected to know, understand, and be able to do upon completion of the degree program. Should the educational program seek to effectively achieve and assess its ambitious goal, it should be of great benefit to first break down the “design” concept into more clearly defined sets of competencies, and second to articulate the competencies into “attainable” and “measurable” sets of learning outcomes. By doing so, clear expectations can be communicated and shared among faculty and students from different disciplinary backgrounds as well as with stakeholders in the wider society.
In the study of assessment of teaching and learning in higher education, a considerable amount of knowledge and experience has been accumulated regarding the assessment of “foundational knowledge.” However, much more work is needed in the domains of “application learning,” consisting of critical thinking, creative thinking, and practical thinking, as well as “integrative learning,” consisting of interdisciplinary learning, and connecting academic work with other areas of life. Hence, the assessment of “design” program learning outcomes, which apparently encompass both application and integrative learning is unmistakably at the cutting edge of assessment studies.
Because the profession and study of engineering is by function applicative and integrative, focusing on the interface between scientific knowledge and human society, it provides rich implications for conceptualization of the “design” competence. Well established engineering competence frameworks such as the International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies and the European Network for the Accreditation of Engineering Education (ENAEE) EUR-ACE provide strong foundations to build upon. From this standpoint, this presentation will introduce pioneering work from the engineering strand of the Organization for Economic Cooperation and Development (OECD) Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study and the Japanese follow-up program “The Global Quality Assurance of Higher Education through the Development of a Tuning Test Item Bank” in the field of mechanical engineering, which have both sought to define and assess how well university students can “think like an engineer.”
The aim of this presentation is to contribute to the discussion of “the Assessment of Learning Outcomes of Design Studies” by providing concrete examples for critical examination and creative and constructive re-design.
Dr. Satoko Fukahori is the Research Director of the Department for Higher Education Research, National Institute for Educational Policy Research (NIER), the research arm of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Her research topics include quality assurance of higher education, program design and evaluation, assessment of higher education learning outcomes, etc. She was the principal national coordinator for the 2008-2012 design and implementation of the Organization for Economic Cooperation and Development (OECD) Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study, to which Japan participated in the engineering strand. From 2014, Dr. Fukahori has been leading the Japanese follow-up program “The Global Quality Assurance of Higher Education through the Development of a Tuning Test Item Bank,” working with a team of engineers seeking to develop a shared understanding of expected learning outcomes in the field of mechanical engineering. She is also the Director of the Tuning Japan National Center, the Japanese contact point for Tuning activities, an EU supported and university-based global initiative aiming to develop disciplinary points of references based on agreed competencies and learning outcomes. From this capacity, she has been coordinating Tuning Philosophy and Tuning History projects in Japan since 2016.
Dr. Fukahori completed her B.A. (1991) and M.A. (1993) in Comparative Education at Kyoto University, and received her Ph.D. (2000) at Columbia University Graduate School of Arts and Sciences in Sociology of Education.
Our goal is to establish a foundation for learning and teaching skills and knowledge toward the conception of ideas, envisionment of desirable situations, discernment of courses of actions to make them happen, and compositions of artifacts to make them realized in social context, as a way orthogonal to one's own existing doctoral research domain. This talk identifies elements for learning experience to nurture such design attitude and design literacy, and compares and reinterprets existing curricula on design studies in graduate education in different schools.
Kumiyo Nakakoji, a professor at Kyoto University Design School, received her B.S. in information engineering from Osaka University, Japan (1986) and M.S. (1990) and Ph.D. (1993) in computer science from University of Colorado, Boulder, certified by Institute of Cognitive Science. She was a professor at Research Center for Advanced Science and Technology, University of Tokyo prior to the current position. She has served as chairs, editors, and committee members for a number of research communities, journals, and conferences, in the fields of Human-Computer Interaction, Software Engineering, and Design and Creativity Support, both locally and internationally. Nakakoji was awarded the Distinguished Engineering Alumni Award from College of Engineering, University of Colorado, Boulder, in 2006. Her current research interests include: knowledge interaction design for creative knowledge work, data engagement and experience platform, designing inspirational experience as museum services, and design provenance for collective creativity.
The global society is seeking solutions for complex problems regarding global warming, disasters, energy, food, and population. In 2013, we started five year PhD course, Collaborative Graduate Program in Design (so called Design School) to develop specialists capable of designing systems and architectures for societies in collaboration with experts from various fields.
To achieve this goal, we educate experts in Cyber (such as informatics) and Physical (such as engineering) fields to develop their problem finding / solving skills in collaboration with experts in management, psychology, and arts. In short, we are trying to create a new circle of science, engineering and design. The strength of this program is that Kyoto University Graduate Schools of Informatics, Engineering, Education, Management and Kyoto City University of Arts has been collaborated to establish design as an academic discipline.
In this talk, we introduce our interdisciplinary courses on design theory and design methods, two types of training courses will be conducted: field-based learning (FBL) and problem-based learning (PBL), leadership training courses named overseas internships (individually) and field internships (in a group), as well as various academia-industry education activities in order to develop talent with a broad view and creativity.
Toru Ishida has been a professor of Kyoto University since 1993. His academic background includes visiting scientist/professor positions at Columbia University, Technische Universitaet Muenchen, Université Pierre et Marie Curie, University of Maryland, Shanghai Jiao Tong University, Tsinghua University, Xinjiang University and Hong Kong Baptist University. He is a fellow of IEEE and a member of the Science Council of Japan.
He contributed to start the Department of Social Informatics, Kyoto University, and the Kyoto University Design School. His research interest lies with Autonomous Agents and Multi-Agent Systems and modeling collaboration within human societies. He contributed to create AAMAS/ICMAS/PRIMA conferences on Autonomous Agents and Multi-Agent Systems. His projects include Community Computing, Digital City Kyoto, Intercultural Collaboration Experiments, and the Language Grid.
The Field Internship is a course that exploits the power of field education. Students participate in an interdisciplinary group organized by a host organization and spend one or more weeks in tackling an international/social problem addressed by the host organization. Unlike traditional internships in which interns operate individually, this course emphasizes group work for fostering leadership skills. The aims of this course are to: (1) observe and analyze local situations in order to understand their structure and identify root problems that need solving; (2) apply the design theories/methods already learned from lectures to the local project; and (3) define a realistically solvable problem within the local situation and create a feasible solution. This talk introduces how we implement this internship in Bali and explains assessment results.
Yohei Murakami has been an associate professor of Unit of Design at Kyoto University since 2014. He received his Ph.D. degree in informatics from Kyoto University in 2006. He is in charge of internship programs in Kyoto University Design School, such as Field Internship and Research Internship. His research interests lie in services computing and multi agent systems. He founded the Technical Committee on Services Computing in the Institute of Electronics, Information and Communication Engineers in 2009. Since 2006, he has been working on the Language Grid to support intercultural collaboration in multilingual field activities for almost ten years, and established NPO Language Grid Association.
This presentation will give an overview and highlight significant features of two design projects developed at the University of Sheffield to support undergraduate development in design, interdisciplinary teamwork and understanding of sustainability as a driver for design. "Global Engineering Challenge", for all 1st year Engineering undergraduates (currently 1500 students), and "Engineering: You're Hired" for all 2nd year undergraduates (currently 1200 students) are one-week multi-disciplinary design projects. They introduce frameworks for design and project management, develop skills in interdisciplinary group work, communication, introduce concepts of sustainability as drivers for design and development, and develop skills in conceptual design, employing engineering judgement and approximations before committing time and resources to detailed design. This presentation will outline drivers and aims for the projects, their format / content and delivery and how they have been developed since their inception in 2011-12 in response to student evaluations and feedback from staff and facilitators.
Rachel Horn is the Faculty of Engineering Director of Learning and Teaching at the University of Sheffield, UK, where she also teaches in Civil Engineering design, construction and project management to undergraduate students. In her teaching, she draws on 10 years working in industry as a Civil Engineer and project manager to encourage students to understand the context and impact of their engineering decisions and to think differently about the engineering challenges they face. In much of her teaching, Rachel uses project-based learning, enquiry and collaboration to develop students’ ability to combine open and imaginative thinking with rigorous understanding and analysis. Two significant project developments (for which she was awarded a University Senate Award for Excellence in Learning and Teaching) are faculty-wide project weeks: the “Global Engineering Challenge” for first year undergraduates and “Engineering: You’re Hired!” for second year undergraduates. These project weeks involve >1000 students working in small interdisciplinary teams to develop solutions to a given challenge. These project weeks have influenced curriculum change on a wider scale with similar faculty-based interdisciplinary projects in each of the five faculties at Sheffield.
Design can be understood as a process of making something stand out as a clearer sign of something in the crowd of symbols and messages. Designing can thus describe the making of a difference, a differentiation, through which meaning is enhanced. We understand entrepreneurship as organisation-creation, as the process of opening up in-betweens (entre-spaces) and therein grasp (prendre) opportunities of making inventions become innovations. Innovations are then novelties with such value for users. What we find intriguing is when designing is pursued as an entrepreneurial creation process. We have come to interest ourselves in a number of cases, primarily from clothes design, where a certain aesthetics of resistance provides the basis for differentiation that, at the same time, provides value for users. We focus in particular on the fashion designer, environmental campaigner, and critic of consumption Vivienne Westwood, and on the oftentimes-ironic nostalgic Nigel Cabourn. What can we learn from them as designers that invite their consumers as co-responsible for a ethical-political agenda around consumption as co-production?
Daniel Hjorth is full professor at the Department of Management, Politics and Philosophy, Copenhagen Business School, where he also is the Academic Director of the across CBS Entrepreneurship Business in Society Platform. He is also professor at Nottingham Business School, Nottingham Trent University. Hjorth has contributed to the opening up Organisational Entrepreneurship (2012) as research field, and publishes on process philosophy and organization studies and entrepreneurship broadly. Hjorth is Senior Editor of Organization Studies (Journal, SAGE) and sits on the editorial boards of e.g. Organization (SAGE), Entrepreneurship and Regional Development (Taylor and Francis), Entrepreneurship, Theory and Practice, and International Small Business Journal (SAGE). Presently, Hjorth’s research includes studies of Corporate Incubation and Design Entrepreneurship.
Robin Holt is full professor at the Department of Management, Politics and Philosophy, Copenhagen Business School, and at Nottingham Business School. Prof. Holt has investigated the condition of value and evaluation, latterly from the perspective of making and trading goods and services. Currently he is working on a book on Judgment as well as a polemical essay: The poverty of strategy. Riffing off this work are projects on: the fashion business and craft work; historical cases of entrepreneurship; using art-work in business education; process philosophy; and ethics and technology. He is a long-standing member of the European Group of Organization Studies (EGOS) and currently co-editor of the community’s journal, Organization Studies.
Maosong Sun is a professor in the Department of Computer Science and Technology of Tsinghua University, the top computer science department in China. He is the co-chair of the Department of Computer Science and Technology of Tsinghua University, co-director of the Tsinghua University and National University of Singapore Joint Research Center on Next generation Search Technologies, the member of the Expert Committee of National Language Resources Centre of China, the member of the National Expert Advisory Committee of the Chinese Language Resources Protection Engineering, and the Editor-in-chief of the Journal of Chinese Information Processing, the only and the most influential Chinese journal in computational linguistics in China.
His research interests are natural language processing, machine learning, computational social sciences, and computational education. He has participated as project leaders in over 30 projects founded by the National Natural Science Foundation of China, the National Social Science Foundation of China, the National High-Tech R&D Program of China, the National Basic Research Program of China as well as projects funded by a number of international IT companies. He has published, together with his students, about 150 papers in academic journals and international conferences (including Computational Linguistics, IEEE Intelligent Systems, ACM TALIP, Journal of Quantitative Linguistics, IJCAI, AAAI, ACL, EMNLP, COLING, and VLDB). He has frequently served as chairs or PC chairs of the related national and international conferences.
Professor Sun led a Tsinghua University team, successfully developed a MOOC (Massive Online Open Courses) platform, XuetangX, in 2012. Now, xuetangX has become one of the two most influential Chinese MOOC platforms, and has attracted about 6 million registered online learners. Serving as the vice director of the Online Education Research Centre of the Ministry of Education of China (MOE) and the director of the Massive Online Open Education Research Centre of Tsinghua University, he is playing a critical role in MOOC development in China.
Mr. Pekka Korvenmaa, PhD/Art History, (b. 1954) is Professor at the Aalto University School of Art and Design and professor of Design and Culture, Department of Design at the same university. In this field he has led several research projects and teams and supervised doctoral studies in Finland and abroad as well as organized a multitude of international conferences. Korvenmaa has published extensively on Finnish architectural and design history both in Finland and internationally since 1981. His other key area is in the policies of design. There Korvenmaa has written, consulted and lectured on design related to national systems of innovation at several locations such as Iceland (2003), Rio de Janeiro (2004), Tokyo (2006), Chile (2007), Mexico City (2008) and Murcia, Spain (2010). Recently he was in the planning group of the international Research Assessment Exercise of the becoming Aalto University and 2010 he was Panel Chair in evaluating Danish design research for the Ministry of Culture of Denmark. Currently he is also Chairman of Board at Finnish Designmuseum . Currently he is also Vice Chairman of the Foundation for Finnish Scientific and Cultural Institute in Japan. – His most recent book is Finnish Design – A Concise History (2009) and article A Bridge of Wood in the book Aalto and America (2012).His recent topics in design research is the development of Finnish design since the WWII, especially in the domain of education.
Over the last three decades or so, the doctorate has been transformed by a number of key developments, and this transformation has impacted significantly on doctoral supervision. This talk will briefly trace the origins, and then global adoption, of the PhD, characterised by a ‘master-apprentice’ model of supervision, and then discuss recent developments that have taken place which have challenged and changed that supervisory mode. The talk will focus on interdisciplinary doctorates, where the challenges for supervision will be raised and potential strategies for effective supervision outlined.
Dr. Robin Humphrey is a Reader, and Director of Postgraduate Research Training, Newcastle University, UK. He started his academic career in research centres at Durham University and in the Medical School at Newcastle University, before becoming a lecturer in social science research methods at Newcastle. When doctoral research training expanded in the 1990s, he left undergraduate teaching and started to develop and direct a wide-ranging, Postgraduate Research Training Programme in the social sciences and humanities, which now incorporates researcher development into interdisciplinary research training modules and workshops.
He has published widely on doctoral pedagogy and policy, and was a key participant in the European University's Doctoral Programmes Project, which framed work on the third ‘Doctoral' cycle of the Bolonga process in Europe. In 2011, he was awarded a National Teaching Fellowship by the UK Higher Education Academy for his contribution to interdisciplinary doctoral research training, and in 2015 he became a Principal Fellow of the Higher Education Academy. He has recently finished writing the second edition of The Handbook for Doctoral Supervisors (Routledge), with his co-authors Stan Taylor (Durham University, UK) and Margaret Kiley (Australian National University).
A series of new problems and possibilities are emerging as information and communication technologies (ICT) establish complex connections between people and objects in the real world, leading to the emergence of rapidly changing and unexperienced socioeconomic systems. In these circumstances, there is a strong need for innovations to create and implement solutions that are valuable to people. This program is founded on the cutting-edge ICT related to big data, complex systems and human systems. By integrating multiple specialist disciplines around ICT, we can produce creative designs for intelligent socioeconomic systems that solve pressing social issues and bring new value, and we can foster top leaders who show the way forward in social innovation.
Students that complete our course can work in fields such as business, government, NPOs and start-up companies to tackle diverse issues including: Smart society (regeneration of the Tohoku region, infrastructure, agriculture and other industries, distribution, daily life/culture, community, health/medicine, resistance to disasters/terrorism), next-generation government systems (e-government, decision-making support, information society institution/policies, etc.), new service creation (improvement of medicine/health/diet/mental health through the advanced application of ICT, use of big data, SNS, cyber-physical systems and robots).
Yasuo Kuniyoshi is a Professor at the Department of Mechano-Informatics, School of Information Science and Technology, The University of Tokyo, Japan. He is also the Director of Next Generation AI Research Center of The University of Tokyo since 2016 and the Director of RIKEN BSI-Toyota Collaboration Center as well as the Leader of MEXT Grant-in-Aid for Scientific Research on Innovative Areas "Constructive Developmental Science" since 2012.
He received Ph.D. from The University of Tokyo in 1991, joined Electrotechnical Laboratory, AIST, MITI, Japan. From 1996 to 1997 he was a Visiting Scholar at MIT AI Lab. In 2001 he was appointed as an Associate Professor at the University of Tokyo. Since 2005, he is a Professor at the same university.
His research interests include emergence and development of embodied cognition, humanoid and bio-inspired robotics, and human AI. He published over 500 technical papers and authored or edited more than 22 books. He received IJCAI 93 Outstanding Paper Award, Okawa Publications Prize, Gold Medal "Tokyo Techno-Forum21" Award, IEEE International Conference on Robotics and Biomimetics T.-J. Tarn Best Paper Award in Robotics, RSJ Best Paper Awards, and other awards. He is a Fellow of Robotics Society of Japan and a member of IEEE, Science Council of Japan (affiliate), Japan Society of Artificial Intelligence, Information Processing Society of Japan and the Japanese Society of Baby Science. For further information about his research, visit http://www.isi.imi.i.u-tokyo.ac.jp/
Hiroyuki Matsui received the B.S. from Yokohama City University Department of Humanities and Sciences, withdrew from the doctor's course of Interdisciplinary Graduate School of Science and Engineering, Tokyo Institute of Technology, after completion required credits. Ph. D.(Engineering) in 1998. He is currently a professor of the Graduate School of Management at Kyoto University.
He has researched about various fields relevant to the ICT support for realizing citizens' participation in municipal affairs in the planning theory. His current interests include gaming/multiagent simulation, and service science. He is a key member of U-Mart Project which it is in one of the artificial market research projects of the top in Japan. He is and has been a regular reviewer for several journals and conferences, and has served in program committees of many conferences, such as the International Simulation And Gaming Association (ISAGA), the World Congress on Social Simulation (WCSS) and others.
We are now living in a world where, more so than ever before, technological and social innovations are urgently needed to tackle increasingly multi-faceted challenges brought about by rapid urbanization, digital transformation, security, climate change and an ageing society, to name a few. In this dynamic and evolving landscape, are existing engineering education keeping in pace to respond to these new challenges in educating a new generation of graduates with global mindsets and relevant skills who are capable of providing practical, sustainable solutions that cut across traditional boundaries? If we were to create a world-class university from a blank slate, what would be our vision and approach to reinvent higher education? What would be the intellectual footprint? What would be the curricula, degree structure and the pedagogy that can bring together the themes of cross-disciplinary learning, human-centred engineering and global experiences? This talk attempts to provide some answers to the above questions by sharing the Singapore University of Technology and Design (SUTD's) model of education with a mission to nurture technically-grounded leaders and innovators to serve societal needs, through a multi-disciplinary, design-centric education and culture.
Professor Chong Tow Chong is the founding Provost of the Singapore University of Technology and Design (SUTD). He plays an instrumental role in steering the strategic development and operationalisation of SUTD, including the educational curriculum, pedagogy, faculty recruitment, research progammes, industry collaboration, student admissions, campus and administrative development.
Prior to his current appointment, Prof Chong was the Executive Director of Science & Engineering Research Council (SERC) of A*STAR and Executive Director of the Data Storage Institute (DSI). His portfolio included maintaining the strategic oversight of SERC and developing R&D capabilities to support the current and future needs of Singapore's industry.
Concurrent to his appointment in A*STAR, Prof Chong held a dual appointment as a Professor with the Department of Electrical and Computer Engineering in NUS. He authored and co-authored more than 700 publications in international refereed journals, presented more than 30 invited talks and registered 25 patents in areas of optoelectronics materials and devices.
Prof Chong received numerous educational and research awards such as the President's Science and Technology Medal in 2010, the Public Administration Medal (Silver) in the National Day Awards in 2004 and the Teaching Excellence Award from the NUS Engineering Faculty in 1994. He was awarded the IES-IEEE Joint Medal of Excellence Award in 2013 and the American Society of Mechanical Engineers, ISPS Division Leadership in Research and Development Award 2014.
Prof Chong received his Bachelor Degree in Electrical Engineering from the Tokyo Institute of Technology, his Masters Degree in Electrical Engineering from the National University of Singapore, and his Doctor of Science in Electrical Engineering from the Massachusetts Institute of Technology. He was awarded the President’s Scholarship and the Japanese Government Scholarship for his undergraduate studies and the NUS Overseas graduate scholarship for his graduate studies. He also attended the Advanced Management Program at the Harvard Business School in 2003.
Since the start of the program, the Kyoto University Design School has sought for the mission of developing future research leaders who (i) have the potential to exercise leadership over the solution of the issues on designing social systems and social architectures; (2) integrate knowledge and skills across subjects and perceive connections between disciplinary domains in understanding of problems; (3) develop distinguished global views on different fields of expertise and problem‐solving skills that allow them to tackle cross‐cultural and multi‐faceted issues; and (4) have the critical skills to communicate effectively with people of different levels and work areas within and across organizations in an international setting. It is important to ensure that our programs adopt a broad and interdisciplinary perspective and that courses in the curriculum as well as co-curricular activities support the attainment of learning outcomes as mentioned above. This talk introduces our programs to assure that the quality of educational outcomes achieved by students meets international standards wherever the students study. The assessment of the quality of learning in our design school is conducted through learning assessment using direct/indirect measures of design innovator indexes (DiX) as well as of performance assessment at the annual examining meetings and at the final doctoral thesis defense, etc. The trials of quality assurances performed in our program are provided and the difficulties we are now facing with respect to the standardization of the interdisciplinary education are discussed.
Tetsuo Sawaragi is a professor in the Dept. of Mechanical Engineering and Science of Kyoto University’s Graduate School of Engineering.
Concurrent to his appointment in A*STAR, Prof Chong held a dual appointment as a Professor with the Department of Electrical and Computer Engineering in NUS. He authored and co-authored more than 700 publications in international refereed journals, presented more than 30 invited talks and registered 25 patents in areas of optoelectronics materials and devices.
Prof. Sawaragi received his B.S., M.S. and Ph.D. degrees in Systems Engineering from Kyoto University in 1981, 1983 and 1988, respectively. From 1991 to 1992, he was a visiting scholar in the Dept. of Engineering-Economic Systems of Stanford University. He was a project leader of the government sponsored 21st Century COE Program “Center of Excellence for Research and Education on Complex Functional Mechanical Systems” of Kyoto University. He is now engaged in establishing a new Inter-Graduate School Program for Design Studies that is mainly based on the cooperation of four of Kyoto University’s graduate schools: informatics, engineering, management and psychology. This program is fulfilled as a scheme of the Program for Leading Graduate Schools fully sponsored by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan, with the cooperation of Kyoto City University of Arts, overseas universities, and the industrial sector.