Core Studio Systems
S25
Studio Facuty:
Section A Nancy
Section B Thiago
Section D Binna Lee
Section A Nancy
Section B Thiago
Section D Binna Lee
Student Achievement:
Students who participated across my sections of Studio Systems and Lab Environments in 2025 were awarded two tracks at Tech for Change: ReMix the Future, a joint initiative by Arizona State University and MIT Reality Hack, demonstrating the impact of integrated systems thinking and experiential design practice.
Students who participated across my sections of Studio Systems and Lab Environments in 2025 were awarded two tracks at Tech for Change: ReMix the Future, a joint initiative by Arizona State University and MIT Reality Hack, demonstrating the impact of integrated systems thinking and experiential design practice.
Evaluation criterion:
In City as System, students are evaluated on their ability to move from situated observation to evidence-based systems analysis. The first stage of the project requires students to identify meaningful data points within a chosen site of interest and establish a self-generated data pool through sustained, parameter-driven field research (temporal, spatial, measurable, and multisensory). Emphasis is placed on intentional data collection rather than anecdotal observation.
Students are then assessed on how effectively they reconstruct their understanding of the site through analysis—identifying patterns, relationships, and dynamics within the collected data. This analytical phase focuses on systems identification across multiple scales, including intersubjective (human and non-human relations), civic and infrastructural systems, and environmental or political contexts. Projects are expected to demonstrate a shift from initial assumptions to revised insights grounded in evidence.
Finally, evaluation centers on how clearly students translate systems analysis into a coherent conceptual and material response (web design or hybrid experience). The chosen medium—whether mapping, visualization, video, or interactive prototype—should emerge from the data and enhance understanding of the system rather than decorate it. Clear communication, reflective documentation, and engagement in peer feedback are integral, reinforcing learning as an iterative, collective, and evidence-driven process within the IDM teaching and learning context.
In City as System, students are evaluated on their ability to move from situated observation to evidence-based systems analysis. The first stage of the project requires students to identify meaningful data points within a chosen site of interest and establish a self-generated data pool through sustained, parameter-driven field research (temporal, spatial, measurable, and multisensory). Emphasis is placed on intentional data collection rather than anecdotal observation.
Students are then assessed on how effectively they reconstruct their understanding of the site through analysis—identifying patterns, relationships, and dynamics within the collected data. This analytical phase focuses on systems identification across multiple scales, including intersubjective (human and non-human relations), civic and infrastructural systems, and environmental or political contexts. Projects are expected to demonstrate a shift from initial assumptions to revised insights grounded in evidence.
Finally, evaluation centers on how clearly students translate systems analysis into a coherent conceptual and material response (web design or hybrid experience). The chosen medium—whether mapping, visualization, video, or interactive prototype—should emerge from the data and enhance understanding of the system rather than decorate it. Clear communication, reflective documentation, and engagement in peer feedback are integral, reinforcing learning as an iterative, collective, and evidence-driven process within the IDM teaching and learning context.