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MDes in Integrative Design

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Classic examples of wicked problems include:

Global Climate Change

Healthcare

Education

Pandemics

CleanWater

T e r r o r i s m

E N E R G Y

wa s t e

Surveillance

Human

Rights

Political issues

Natural Disasters

Economic issues

poverty

Environmental issues

The Stamps

MDes inIntegrativeDesignThe Stamps MDes in Integrative Design aligns graduate education with the best in emerging professional practice, dissolving traditional professional and educational silos in an integrated approach to problem-solving.

T H I S R E V O L U T I O N A R Y P R O J E C T- B A S E D P R O G R A M B R I N G S

together working teams of graduate design students with

university and industry professionals over a two-year period to

engage complex societal problems that require development of

new knowledge and integrative design solutions.

E A C H C O H O R T W I L L F O C U S O N O N E U M B R E L L A P R O J E C T.

Within this overarching framework, the group may address

existing problems or identify yet-to-be-defined issues for

work and research.

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↗ ↘ ↘ ↘ ↙ ↙ ↙8 MDes candidates

2 years

1 wicked problem

a new graduate programin integrative design

cros

s-di

scip

linar

y

collaborative

open ended

complexempathic

MDes

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▸ Products (things)

= 20th Century

▸ Platforms (systems)

= Early 21st Century

▸ Product Ecosystems (systems of systems)

= Near Future

Our Approach

At Stamps, we take a cross-disciplinary approach—integrating multiple disciplinary

strategies as the project or problem requires. Flexibility, adaptability, “working with...”,

and “in the service of...” are key.

M U LT I D I S C I P L I N A R Y

→ Multidisciplinarity is a button and

a buttonhole. There are two distinct

things that when brought together

create a third effect—holding

together. There is a dominant partner

—we usually talk about buttons and

overlook the holes.

I N T E R D I S C I P L I N A R Y

→ Interdisciplinarity is a zipper. There

are two distinct things, two facing

rows of teeth that are pulled into

relation by a third thing—the slider.

This slider could be a common value

or goal that temporarily holds the

stakeholders together.

T R A N S D I S C I P L I N A R Y

→ Transdisciplinarity is Velcro®. It

consists of two distinct layers that are

useless without the other. Without the

other side, each makes no sense on

its own. The totality is a new thing in

itself. Velcro can attach at any point.

Other programs:

O R O R

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Integrative Design is a verb

Around the world there are a number of

programs in ‘integrated’ design. The use of

the term “integrated” suggests two primary

characteristics of these programs 1) that design

was once outside of what was important and has

now been assimilated. And 2) that the design

aspect has already happened. It is past tense.

At Stamps, we see design as process oriented—

a way of integrating diverse stakeholders in

envisioning, creating, and achieving common

goals. It is through the act of designing together

that integration happens. It is design as a verb

rather than a noun.”

John Marshall, MDes Program Director

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Moving beyond…

Product

Design as a noun

“I”

to →

Process

Design as a verb

“We”

The Outcomes The goal is to prepare more empathic design leaders—agile, resourceful and process oriented.

G R A D U AT E S O F T H E P R O G R A M W I L L H AV E T W O Y E A R S

experience building cross-disciplinary design skills, working

on client-based, open-ended, and complex problems that

integrate both theory and practice. They will have engaged

deeply in project-based learning and creative collaboration

to prepare them for more ethical and entrepreneurial roles

in today’s unpredictable environment.

MDes graduates will possess a unique set of skills and

capacities that will distinguish them professionally to meet

the growing demands of companies seeking employees with

new and more creative, nimble and team-based capabilities:

→ they will think critically, analyze and engage complex, real-world problems

→ they will find, evaluate, and use appropriate research resources

→ they will understand collective and collaborative approaches to working

→ they will demonstrate effective communication skills

→ they will be prepared to participate in or lead cross-disciplinary teams

→ they will be experienced at exploring environmentally-sound and socially-responsible solutions for projects.

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← → → → → ↓ ↓

↗ ↖ ↖ ↓

↗ ↘ ↘ ↘ ↙ ↙ ↙

↓ ↓ ↖ ↖ ↖ ↙ ↗

← → → → → ↗ ↓

↗ ↘ ↘ ↘ ↙ ↙ ↙

soci

ally

com

plex

no clear solution

unforeseen outcomes

interdependent & multi-causal involves changing beh

avio

rs

Each Cohort Addresses A Complex Social Issue,

also known as a “wicked problem.” Students

will work collectively and in collaboration with

a broader community of professionals and

stakeholders on projects employing integrative

design methods and practices.

Wicked Problem

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A Wicked ProblemA wicked problem is a social and/or cultural challenge that is difficult or impossible to solve. Solutions are not true-or-false, right-or-wrong, but instead are better or worse. It is multi-causal and socio-culturally complex; it may involve changing attitudes and behaviors and have unforeseen outcomes. And the definition of the problem itself depends on who is doing the defining.

P R O V I D I N G U N I V E R S A L A C C E S S T O C L E A N W AT E R I S A N E X A M P L E

of a wicked problem area that needs to be contextualized, reduced, and

articulated as a manageable problem set. During the design process,

a team might collaborate with lawyers, politicians, theologians,

hydrologists, activists, corporate executives, environmental scientists,

labor unions, physicians, international aid agencies, and processing

plant technicians, as well as a diverse public. In the end, “solutions”—

products, interfaces, processes, graphics, experiences, structures,

etc.— developed with an understanding of the larger system must be

sensitive to the competing demands of broad stakeholders and make a

meaningful contribution to the broader problem.

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Dissecting the Issue:

STEEPV MethodologyIntegrative design starts with a deep inquiry into the issues at hand. The 2015 MDes candidates use a methodological framework called STEEPV — Social, Technological, Economic, Environmental, Political and Values-based — as a lens for which to examine the internal and external factors surrounding the issues of the wicked problem of healthcare.

SocialApproximately 35 percent

(64 million) of working age

Americans either have medical

bill problems or are currently

paying off medical debt.

Source: The Commonwealth Fund

STEEPV Healthcare Snapshot

Values-basedWe believe that individuals deserve health care that is reflective and

respectful of their personal values. Patients deserve to be listened to,

involved in their care plans, and treated as experts of their own experiences.

PoliticalBy 2085, U.S. spending on

medical care will be 100% of

tax revenues and medical-

related debt will outstrip GDP.

Source: Michael O’Donnell,

University of Michigan Health

Management Research Center

EnvironmentalPharmaceutical waste can

be found in trace amounts

in soil and groundwater

throughout the world.

Source: Healthier Hospital Initiative

EconomicThe average cost of a

prescription in 1975 was

$5. The average cost of a

prescription in 2015 is $400.

Source: Stephen Schondelmeyer,

University of Minnesota

College of Pharmacy

TechnicalPreventable medical errors

are the third leading cause

of death in America behind

heart disease and cancer.

Source: Journal of Patient Safety

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2016 Wicked Problem:

21st Century Healthcare& Well-beingWicked problems in healthcare and well-being are some of the most critical issues that we face. In healthcare there are no quick fixes and no simple solutions: aging populations, chronic diseases, and lack of access to comprehensive services are just some of the urgent problems that need to be addressed.

Questions include:

→ How best can we deliver a continuum of care among healers, from doctors to nurse practitioners to dietitians and everything in between?

→ How might we enable patients to be stewards of their own health by making better lifestyle choices?

→ How can we integrate the caregiver, their friends and family as a personal network of care?

→ How can we balance financial challenges, hospital productivity, regulatory standards, and patient satisfaction?

→ How can we improve healthcare through effective product, communication, and interaction design by taking an integrative, human-centered approach?

S TA M P S M D E S I N T E G R AT I V E D E S I G N G R A D U AT E S T U D E N T S W I L L

work with diverse stakeholders to identify and test possible responses

and actions regarding 21st Century healthcare and well-being. In addition

to developing and testing solutions, they will explore the practice of

design including processes of decision-making, collaboration and team

management; the materials and techniques of production; and the

technical and aesthetic requirements of the field.

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We are looking to build a small, effective team of students who are not simply focused on a graduate degree, but rather a real opportunity to leverage the considerable resources of the Stamps School and the University of Michigan to make a change in the way designers work in the world.

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Building a

Design TeamWe are seeking potential students from diverse backgrounds across the spectrum of design disciplines (e.g. product designers, visual communication designers, user-experience designers, and industrial, graphic, and interaction designers) who want to transform their career paths.

W E W I L L A L S O C O N S I D E R qualified candidates with education and

experience related to the wicked problem who have experienced the design

process in a professional setting and wish to expand their knowledge of

design while building on their prior education.

C A N D I D AT E S F O R T H E P R O G R A M must be intellectually curious, self-

motivated, engaged with critical discourse in the discipline, and interested

in the future role of design in shaping everyday life in the 21st Century.

T H E Y M U S T B E willing to critically examine current thinking and prepared

to revise and expand their understanding of research, development, and

design methods and practices.

M E M B E R S O F O U R D E S I G N T E A M will engage in collaborative, design-

centered approaches to solving complex problems. It will be critical

that candidates have specialized skills to integrate with those of other

team members to deliver design solutions that work in specific cultural

and economic contexts.

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MDes U-M

Partnerships

School of Education

The VA Ann Arbor Healthcare System

C.S. MottChildren'sHospital

Corporate Partners

The School of Natural Resources and Environment → The Graham Sustainability InstituteTaubman College

of Architecture and Urban Planning

School of Law

College of Engineering → Material Science and Engineering

→ Mechanical Engineering

→ Biomedical Engineering

→ Center for Entrepreneurship

→ Center for Healthcare Engineering and Patient Safety

College of Literature,Science, and the Arts → Psychology

Stephen M. Ross School of Business → Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies

→ The Center for Positive Organizations

→ Business Administration

→ Technology and Operations

Ford School of Public Policy

School of Information → UMSI Entrepreneurship Program

School of Public Health

Medical School → Department of Pediatrics and Communicable Diseases

→ Environmental Health Sciences

→ Neurology

→ Anesthesiology

→ Ophthalmology and Visual Sciences

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and more… and more…

MDes

engineers

filmmakers

dancers

climatologists

architects

astrophysicists

playwrights

urban planners

musicians

design historians

public policy makers

journalists

microbiologists

nanotechnology researchers

anthropologists

curators

sound engineers

social workers

chemists

ecologists

neuroscientists

botanists

information architects

data analysts

cancer researchers

cognitive scientists

poets

forensic scientists

screenwriters

entrepreneurs

public health experts

3D modeling experts

world-class studios

radiology lab

state of the art digital media labs

multi-camera HD video studios

robotics institute

virtual reality cave

3D printers, routers, and scanners

physical computing studio

materials library

computer and video game archive

nanotechnology institute

industrial knitting machines

map libraries

7-axis robotic fabrication system

large format printers

electronic music studios

24-ft astro-tec dome planetarium

7 U-M museums

artificial intelligence lab

motion capture facility

MRI scanners

museum of zoology collections

anatomy labs

professional audio recording studios

botanical gardens

entrepreneurship clinic

2 Stamps School galleries

121 music practice rooms

dance studios

Gamelan ensemble

1.7 million plants in the Herbarium

marine hydrodynamics lab

U-M ResourcesYou have

Access to…AndCollaborate with…

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S TA M P S M D E S F A C U LT Y For more information about each faculty member

and examples of work visit: stamps.umich.edu/mdes-faculty

John Marshall

Associate Professor

MDes Program Director

Jan-Henrik Andersen

Associate Professor

Sophia Brueckner

Assistant Professor

Roland Graf

Assistant Professor

Franc Nunoo-Quarcoo

Professor

Sun Young Park

Assistant Professor

Brad Smith

Professor

Hannah Smotrich

Associate Professor

Bruce Tharp

Associate Professor

Stephanie Tharp

Associate Professor

Nick Tobier

Associate Professor

Joe Trumpey

Associate Professor

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MDes

Faculty AdvisorsClose working relationships with faculty are a key component of graduate study at Stamps. Each MDes team member is assigned a faculty adviser who serves as a mentor and guide.

L

M

R

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Nick Tobier

▸ landscape architecture

▸ public projects & actions

▸ social entrepreneurship

▸ critical & speculative writing

Sophia Brueckner

▸ UX/interaction design

▸ health and wellbeingtechnology

▸ digital fabrication

▸ generative systems

▸ wearables

▸ design ethics

Roland Graf

▸ architecture

▸ object design

▸ human interface development

▸ interactive installation

John Marshall

▸ digital fabrication

▸ tangible user interfaces

▸ design methods

▸ problem-based learning

▸ cross-disciplinary design

▸ design research & scholarship

Hannah Smotrich

▸ publication design

▸ environmentalgraphic design

▸ community design collaborations

▸ visual identity systems

Jan-Henrik Andersen

▸ electro-mechanicaldurables design

▸ product design

▸ visualizion ofsubatomic particles

▸ sustainable marine farming

▸ 3D rapid prototyping

Sun Young Park

▸ human computer interaction

▸ user experience designand design research

▸ computer-supported cooperative work

▸ health/medical informatics

▸ social computing

Franc Nunoo-Quarcoo

▸ publication design

▸ interface design

▸ exhibition design

▸ design research & scholarship

Brad Smith

▸ anatomy & biomedical illustration

▸ visualization ofcardiovascular development

▸ magnetic resonanceimaging of embryos

▸ animation & design

Bruce Tharp

▸ sociocultural anthropology

▸ mechanical engineering

▸ industrial design

▸ commercial & speculative product design

▸ design entrepreneurship

Stephanie Tharp

▸ design process

▸ interdisciplinary andteam-based design

▸ critical design practices

▸ design research

Joe Trumpey

▸ ecological design

▸ permaculture design

▸ natural materials & building

▸ community baseddesign build

▸ constrained resource design

Faculty offer a broad spectrum of research and professional experiences, serving as the primary support for students in academic planning, advising and addressing challenges.

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The 2015

MDes CohortThe first MDes team offers a global perspective, with experiences and knowledge from across the design disciplines and beyond. All have professional experience. And all share the desire to think critically, to analyze and engage complex, real-world problems, and to transform their career paths.

T H R O U G H O U T T H E S E L E C T I O N P R O C E S S , team

members distinguished themselves by demonstrating

emotional intelligence, effective communication skills, and a

commitment to collaboration: individual success or failure is

tied to the performance of every other member of the team.

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Manasi AgarwalBS Statistics 2010, MDes 2012

Design Researcher, Ahmedabad, India

Kuan-Ting HoBS Industrial Design 2013

Industrial Designer, Taoyuan, Taiwan

I desire to devote myself

to providing institutions

or organizations with

outstanding solutions in

the future. I’m hoping to

serve corporations/NGOs

that provide educational,

environmental or cultural

solutions or aids and

(hopefully) solve even the

tiniest world problems.”

I would like to explore business

modeling and data analytics

while working towards problem-

solving within healthcare. There

is currently considerable academic

and professional discussion on how

big data can be used to improve the

efficiency of healthcare delivery by

gaining insights into patients and

their contexts. It might be useful

to investigate the kinds of insights

drawn from big data and how they

can be meaningfully incorporated

into the problem-solving process.”

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Aditi BidkarBDes Industrial Design 2010

Design Researcher and Strategist, Mumbai, India

While working for a small consultancy,

I learned to accommodate thoughts

from users, clients, design teams,

and vendors while staying true to

my design vision. This experience

taught me that the key to design

success may not always be about

the most beautiful product, but

rather the change in mindset you

bring to the personnel and leadership

of the client organization. Through

this program I look forward to

reconnecting with the healthcare

products and services that were a

part of my early career experiences.”

I would like to research

healthcare-related national

institutes or national design

institutes/councils, carrying

out my social responsibility as

both a citizen and designer…

While service design and

its importance are not yet

recognized in healthcare,

I believe in its potential to

impact society and redefine the

way we live and help others.” Ji Youn ShinBFA Environmental Design 2011, MDes Industrial Design 2013,

Graduate Studies in Psychology 2015

Design Researcher, Seoul, Korea

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Kai YuBS Industrial Design 2008, MDes 2009,

MA Anthropology 2014

UX Designer, Dalian, Hong Kong, PRC

Elizabeth Vander VeenBA Speech Pathology and Audiology 2008,

MS Speech and Language Pathology 2010

Speech-Language Pathologist, Holland, Michigan

I have found that designers

should focus on people

themselves rather than

anything else. In order to

understand people in-depth,

I studied in an anthropology

program, which taught me

how to design with empathy

and learn the stories

from others. Recently,

I co-founded a start-up

with friends… All these

experiences strengthen my

determination to be a design

entrepreneur in the future.”

I can build understanding

and the connections

necessary for higher level,

collaborative problem solving.

Although my professional

label indicates that I am a

communication specialist,

I am also a generalist. I

enjoy vacillating between

spectral levels of theory

and practice, general and

particular, macro and micro,

community and individual.”

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MDes

CollaborativeStudioStudents conduct their creative work in a new collaborative space within a 33,000 square-foot facility that also houses faculty studios, a multi-purpose shop, digital media equipment and large shared working and meeting spaces.

T H E M D E S A R E A H A S B E E N D E S I G N E D T O S U P P O R T

collaboration— it is flexible and reconfigurable, with

spaces and tools for both group and individual work,

as well as a broad range of prototyping processes.

Graduate students also have 24/7 access to

large state-of-the-art metals, fibers, ceramics,

sculpture, wood, print, digital media, and digital

fabrication studios, as well as a range of resources

only available at a top research university, such

as audio engineering booths, robotic labs, virtual

reality studios, specialized libraries, institutes and

collections, and much more.

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StampsVisitingDesigners

During the academic year, students have direct access to a wide array of creative innovators who are part of the Stamps Distinguished Speaker Series and the Witt Visitors Program. Visitors meet with graduate students for group or individual discussions.

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P A S T V I S I T O R S H AV E I N C L U D E D :

CEO of IDEO Tim Brown

Information Designer Richard Saul Wurman

Architect and Designer Michael Graves

Information Architect Lisa Strausfeld

Designer & Activist Emily Pilloton

Graphic Designer Paula Scher

Architect and Designer Bjarke Ingels

Droog Design founder Gijs Bakker

Interaction Designer Massimo Banzi

Graphic Designer Stefan Sagmeister

IBM Design Manager Phil Gilbert

Graphic Designer Ellen LuptonPaola Antonelli, Senior Curator, MOMA

Temple Grandin, Author and Designer

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Ph

oto

by

Jam

es Ro

tz (MFA

‘14)

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Ann Arborby theNumbers

#1“The 10 Most Intelligent

College Towns in America”Z O O M T E N S . C O M • 2 0 1 4

#4“Most Walkable Cities”

G O V E R N I N G . C O M • 2 0 1 3

#5“Happiest Cities

in America”T H E D A I LY B E A S T • 2 0 1 2

#7“Best Cities forCollege Grads”

L I VA B I L I T Y • 2 0 1 4

#4“Most Creative Cities”

T H E D A I LY B E A S T • 2 0 1 2

#1“Most Educated Cities”

F O R B E S . C O M • 2 0 1 4

#6“Best Cities for

Well-Being”U S A T O D AY A N D G A L L U P • 2 0 1 4

#17“Times Higher Education

World Rankings”T I M E S H I G H E R E D U C AT I O N • 2 0 1 5

#13“Best Cities for

Millennials”F O R B E S • 2 0 1 5

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Ann Arborand BeyondA N N A R B O R I S C O N S I S T E N T LY R A N K E D

one of America’s best college towns,

offering a rich cultural and intellectual

life and a vibrant sense of community.

Students also benefit from the urban

energy and collaborative opportunities

of a creative corridor extending from

Toronto, through Detroit, to Chicago.

#1“Most desirable city to live

and work for millenials” AMERICAN INSTITUTE OF ECONOMIC RESEARCH • 2015

#2“Best Cities for New

GradsK I P L I N G E R • 2 0 1 3

#2“Most E-Literate

Cities in America”T H E AT L A N T I C . C O M • 2 0 1 2

#1“Best CollegeSports Town”

F O R B E S • 2 0 1 0

#7“Best Cities in America

to Find a Job”U S N E W S • 2 0 1 2

#1“Educational Attainment

in Communities with 100,000+ Residents”

B U S I N E S S J O U R N A L S “ O N N U M B E R S ” • 2 0 1 1

#4“Best College Towns for

Food and Drink”T H R I L L I S T • 2 0 1 5

#13“Top 100 Best Cities

to Live”L I VA B I L I T Y. C O M • 2 0 1 4

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D E S I G N S T U D I O 1 is focused on Inquiry.

What is known? What is not known?

Who do we know? Where is the opportunity?

The cohort will be exploring the territory and

looking for open areas where contributions

can be made.

That effort is supported by the Research

Methods and the Integration Design Seminars

that delve into the resources of the University

and beyond. How do other researchers

go about doing their work? What can we

contribute to that? What are we integrating?

How are we going to integrate it?

I N S E C O N D S E M E S T E R , D E S I G N S T U D I O 2 centers

on prototyping. It’s about taking what we’ve

learned from the first semester and trying to

deploy it. We want to capture some information

and data about how our ideas operate in the

world. What works well? What needs to be fixed?

This is backed up by Design for the 21st Century,

a design seminar that explores this new program

in Integrative Design and how it operates in the

world. How is it different? And why?

Design Studio 2Prototyping 6 (4+2)

Fieldwork Studio 6 (4+2)

Design Studio 1Inquiry 6 (4+2)

Design Seminar 2Design for 21st Century 3

Research Methods 3

University Elective 3Design Seminar 1Integration 3

University Elective 3University Elective 3

F I R S T S E M E S T E R S E C O N D S E M E S T E R S U M M E R

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The Stamps Master of Design

(MDes) in Integrative Design

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MDes students complete

15 credits each semester of the first year,

6 credits of fieldwork in the summer and 12

credits each semester of the second year for

a total of 60 credits at the completion of the

two-year program.

The MDes curriculum includes both design education and engagement training.

Within the structure of the umbrella topic, the

first year is focused on Identifying the problems

and the second year on proposing solutions.

Design Studio 3Co-creation 6 (4+2)

Thesis Prep 3

University Elective 3Design Seminar 3Professional Practice 3

T H I R D S E M E S T E R F O U R T H S E M E S T E R

T H E S U M M E R F I E L D W O R K S T U D I O takes the

things that we’ve learned and the ideas that

we’re exploring and moves them into different

contexts. For example, we might start our

summer as part of a collaborative pop-up studio

with another university design graduate cohort,

then move to working in a corporate context,

and then to working in a small consultancy. It’s

all about integrative design- trying out different

models in different contexts.

T H I R D S E M E S T E R is the ramp-up towards the

thesis. The Co-creation Studio focuses on

finding your constituents, your stakeholders,

and your partners; beginning the process of

getting buy-in on the identified opportunity;

and actually beginning to build a project.

This is backed up by Thesis Prep, which hones

in on tackling the research that is necessary to

undertake the project.

Professional Practice looks toward the future,

when you'll have your Masters of Integrative

Design. How do you make a case for having

such a unique qualification? What are the

opportunities? What will the ladder be post-

graduation?

F O U R T H S E M E S T E R is primarily your Thesis

Project. You'll work together, with faculty, and

with your networks to define, refine and present

your thesis to the world.

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Thesis Project 9 (6+3)

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Generous

Financial Support The Stamps School offers generous merit-based financial support to all graduate students, from stipends and discretionary funds that offset project expenses to teaching/research assistantships and full tuition waivers.

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→ instagram.com/umstampsI N S TA G R A M

→ umstampsschool.tumblr.comT U M B L R

→ twitter.com/UM_StampsT W I T T E R

→ facebook.com/umartanddesignF A C E B O O K

F O L L O W U S O N :

Apply Nowstamps.umich.edu/mdes-apply

MDes Program Attributes:→ substantial experience in integrative design

methods and practices

→ involvement with real world clients and stakeholders

→ access to hundreds of experts and professionals from across the U-M campus

→ project-based learning

→ skill building in research-led design and design-led research methodologies

→ collaborative studio in the Faculty/Graduate Student Studio Building

→ access to the facilities and resources of a top-tier research university

→ generous funding opportunities (full or partial)

Successful applicants will be:→ proficient in specialized skills they would like

to incorporate into an integrative approach

→ experienced designers wishing to transform their career path or professionals in other fields who want to transition to a design-engaged practice

→ prepared to revise and expand their understanding of research, design methods, and design practices

→ interested in a collaborative, design-centered approach to solving complex problems

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University of Michigan RegentsMark J. Bernstein, Ann Arbor

Julia Donovan Darlow, Ann Arbor

Laurence B. Deitch, Bloomfield Hills

Shauna Ryder Diggs, Grosse Pointe

Denise Ilitch, Bingham Farms

Andrea Fischer Newman, Ann Arbor

Andrew C. Richner, Grosse Pointe Park

Katherine E. White, Ann Arbor

Mark S. Schlissel, ex officio

Nondiscrimination Policy StatementThe University of Michigan, as an equal opportunity/

affirmative action employer, complies with all

applicable federal and state laws regarding

nondiscrimination and affirmative action. The

University of Michigan is committed to a policy

of equal opportunity for all persons and does not

discriminate on the basis of race, color, national

origin, age, marital status, sex, sexual orientation,

gender identity, gender expression, disability,

religion, height, weight, or veteran status in employment,

educational programs and activities, and admissions.

Inquiries or complaints may be addressed to

the Senior Director for Institutional Equity, and

Title IX/Section 504/ADA Coordinator, Office of

Institutional Equity, 2072 Administrative Services

Building, Ann Arbor, Michigan 48109-1432, 734-

763-0235, TTY 734-647-1388. For other University

of Michigan information call 734-764-1817.

Editor

Kate West

MDes Program Director

John Marshall

Design & Art Direction

Carl Greene

C O N TA C T U S :

Penny W. Stamps School of Art & Design • 2000 Bonisteel Blvd, Ann Arbor, MI 48109-2069

734 764 5247 • stamps-mdes@umich.edu • stamps.umich.edu/mdes

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→ Learn more: stamps.umich.edu/mdes

The Stamps

MDes inIntegrativeDesign