This week I reached an exciting milestone as I began my first week as a coach for Northwestern’s Design for America 2011 Summer Studio. A year ago I entered the same classroom with very little knowledge of design, but an inkling that it was an interest worth pursuing. The 6-week fellowship proved to be that and much, much more. It taught me a process that realizes and materializes my ideas for social impact, reassured me that my social science degree would prove valuable, gave me a community of like-minded students who taught me to embrace ambiguity and sidestep a fear of failure, and ultimately introduced me to an inspiring array of professional mentors…one of whom ensured I continued to pursue this new-found passion for design at Cannon Design.

And so it felt remarkable to walk through those doors confident in an expertise that I had developed in merely a year. Of course, there is always more to learn and I am thrilled to learn more about the design process from my fellow coaches. This coaching opportunity also confirms for me that teaching is an essential part of the learning process. As I explained to my students the reciprocal relationships between architecture, education and culture, I realized I was solidifying my learning from the past year and scoping where I can continue to refine. And as I facilitated a discussion amongst them on the state of our world and the types of thinking and learning experiences required to handle the modern landscape, I realized that I had learned how to teach using the interactive methods lauded by 21st century principles.

I will be guiding them through a project with the Chicago Children’s Museum. The Chicago Children’s Museum currently has an “Invention Lab” to broaden a child’s perspective on what it means to learn and innovate. As the second most-visited children’s museum in the country, the museum is taking inspiration from the Tinkering School and updating their lab to encourage an exploration of open-ended problems, patient problem solving, adventure, and self-directed learning. An ideal “client” for Design for America, the staff are both an expert team, well organized and talented in design, as well as enthusiastic to see what the students can contribute.

As we listened to the staff and wandered around the vibrant exhibits of the museum, the familiar feeling of not knowing where to start came over me and was obvious in the student’s faces. But rather than feeling crippled by the over-stimulation, we walked out invigorated and itching to get our hands on sticky notes. Bring it on, world. This is design for social change.

-Sarah Malin