Call for Academic Projects in Public Interest Design

This call seeks projects that evince the strategies and philosophies of public interest design pedagogy. Submitted projects will be double blind peer reviewed for inclusion in the book, Public Interest Design Education Guidebook: Curricula, Strategies, and SEED Academic Case Studies, edited by Lisa M. Abendroth and Bryan Bell and under contract with Routledge, an imprint of the Taylor and Francis Group.

Submissions are desired from across the disciplines of design including but not limited to: architecture, communication design, environmental design, industrial design, interior design, landscape architecture, service design, urban design, and urban planning. The call seeks projects that embrace diversity and inclusion both within the academy and beyond.

Publication Overview
This publication is the second in Routledge’s Public Interest Design Guidebook series: it will address a specifically academic audience of educators, scholars, and administrators who seek to embrace the complexities of public interest design pedagogy while constructing innovative programs of study. With the recent evolution of curricula that span certificates to graduate degrees, this book will be the essential resource for contemplating the discourse bound within a traditionally technical design education that now challenges convention with strategies required of a new generation of students committed to a realignment of practice. This volume will explore how and why public interest design practice necessitates specialized instruction. With the demand for public interest designers growing, students, educators, and administrators must be prepared to tackle the challenges of this differentiated field of study while championing its enormous potential and on-going expansion. The requirement for an intentional and rigorous education is before us—Public Interest Design Education Guidebook: Curricula, Strategies, and SEED Academic Case Studies will provide critical insights and needed answers.

Educating the Public Interest Designer
This call for academic projects is specific to Part 2 of the book, a section entitled Educating the Public Interest Designer. This section is intended to elucidate the power and potential of a design education focused on public interest design methods and strategies. These are typified by: a deep investment in place and working locally; inclusivity of design process with diverse and under represented stakeholders; issue-based approach to problem solving that promotes sustainability; and, evaluation that is embedded in the design process from the project start. Part 2 features the efforts of educators and their students working in a variety of community-centered settings—locally, nationally, and in developing-world contexts.

Submission Themes
The editors have identified five thematic areas which underscore the relevance of public interest design education. Submissions are welcome in any of these broadly defined pedagogical themes.

Theme 1: Fundamental Skills

Strategies For: Teaching Leadership; Defining Ethics; Building Trusting Relationships Between Students and Stakeholders; Facilitating Design/Facilitating Communication; Generating Understanding in Academic and Community-Centered Endeavors

Theme 2: Intercultural Competencies

Strategies For: Preparation for Cultural Immersion; National, International, Intercultural and Contextual Knowledge-building; Bridging Understanding; Learning Empathically; Translating Social and Cultural Meaning; Working Locally (Interpreting Political, Economic, Environmental and Religious Frameworks)

Theme 3: Engaging the Field Experience

Strategies For: Design Research; Conducting Field Research in Developed and Developing Contexts; Gathering and Interpreting Data; Discerning Qualitative and Quantitative Methods; Navigating University Systems and Structures; Negotiating Funding Sources

Theme 4: Inclusive Iteration

Strategies For: On- and Off-site Project Development; Generating Effective Feedback in Diverse Contexts; Iterative Development Strategies; Testing, Access, and Participation; Communication and Documentation

Theme 5: Evaluating Student Learning

Strategies For: Assessing Learning Outcomes and Project Results; Measuring Success in Community/Academic Partnerships; Determining Long-term/Short-term Impacts within Engaged Programs; Engaged Coursework and Scholarship; Reporting, Documenting, and Assessment; Creating Evaluation Standards

Submission Instructions
All submissions must address the following criteria utilizing the form provided below. Please depersonalize all references to individuals involved in the project including faculty and students.
• submission theme
• University, College, or educational entity name
• course name(s), level(s) and discipline(s)
• 250 word project narrative describing project goals
• 250 word project narrative describing project results
• three-five strategies used within project relative to selected theme
• community partner(s)
• range of stakeholders and affiliations
• top three realized learning objectives
• two images (images in either PDF or JPG format should be low resolution at 72 dpi each and should not exceed 4 MB total for both images combined)

Review Process
Submissions will be double blind peer reviewed by an editorial review team for consideration in Part 2 of the book, Public Interest Design Education Guidebook: Curricula, Strategies, and SEED Academic Case Studies. Project applicants selected for publication will subsequently be invited to author a 1500 word chapter derivative of submission content. See submission schedule below. Please Note: Invited contributors will be subject to following a publication schedule in addition to the adherence of Taylor and Francis Group’s Author Guidelines for style, image use, copyright, and permissions among other considerations.

Submission Schedule
Submission form and images are due February 29, 2016 (5PM EST).
Email to Lisa M. Abendroth ( with “PIDEG Part 2 Submission” as subject line

• Deadline for submission February 29, 2016 (5PM EST)
• Double blind peer review period March 1 – April 11, 2016
• Announcement of acceptance for publication April 18, 2016
• 1500 word chapter due August 15, 2016

Questions may be directed to Lisa M. Abendroth (

Call for Academic Projects

Submission Form