UNIVERSITY OF DESIGN, TO WHAT DEGREE?

This paper argues that industrial design education must evolve beyond its historical alignment with mass production to address the expanding roles and responsibilities of contemporary designers. Through an examination of Parsons’ Product Design curriculum redesign, the authors illustrate how integrating interdisciplinary study, project-based learning, and clearly defined learning outcomes can better prepare undergraduates for diverse career paths and advanced scholarship. Utilizing curriculum mapping and matrix-based analysis, the study demonstrates how redundancies can be eliminated, competencies clarified, and values such as sustainability and social engagement embedded throughout the program. The resulting model proposes a transparent, adaptable framework that aligns pedagogy with the demands of an increasingly complex global design landscape.