• CLO 1- LO 1. Analyze existing environmental issue, products and systems and understand their
impact within social, economic and technological contexts.
• CLO 2- LO 2. Develop students’ competence in the application of sustainable designprinciples
to projects addressing cultural and social sustainability.
• CLO 3- LO 3 Apply creative / design thinking processes to arrive at effective solutions usingthe
design process
• CLO 4- LO 4. Assess design effectiveness according to the issued design brief throughgroup
critiques, presentations and feedback sessions.
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Applied Communication
Sustainable/Social Design – CDG 4723 Assignment 2: Design Artifact
DUE DATE: Week 13
WEIGHT: 30%
Designed Object Artifact
Learning Outcomes:
Upon successful completion of this course, students will be able to:
• CLO 1- LO 1. Analyze existing environmental issue, products and systems and
understand their impact within social, economic and technological contexts.
• CLO 2- LO 2. Develop students’ competence in the application of sustainable
design principles to projects addressing cultural and social sustainability.
• CLO 3- LO 3 Apply creative / design thinking processes to arrive at effective
solutions using the design process
• CLO 4- LO 4. Assess design effectiveness according to the issued design brief
through group critiques, presentations and feedback sessions.
BRIEF:
After having heard, read and discussed a lot about Sustainable Design it is time to
put this knowledge to practice in a design project. You will define, research, explore
and solve a problem related to sustainable development using a design process. In
this assignment you will demonstrate how you can use creativity and various design
tools, methods and theories to address those issues, which deserve our attention.
Assignment Description
• Your will first select and define a problem area you want to work with.
This problem must be relevant for sustainable development. You are free to
choose local, global, big, small, etc. problems. Make sure that you will be
able to explain why this problem is important to focus on.
• You will then go through a design process, in which you will design a
concept / prototype / action / service / system / etc. to address this
problem.
Requirements
You will be required to submit the following:

1. A Prototype, model, demonstration, etc. of the design.
2. A Booklet presenting your research, design process, photos of the final
   prototype, and sustainable reflection summary.
   Timeline-Submission-Presentation date:
   Week 5- Project research
   Week 6- Project research/Selection
   Week 7- Materials collection
   Week 8- Project creation/Brainstorming
   Week 9- Project creation/Sketching
   Week 10- Project creation/Sketching
   Week 11- Project finalization/Software
   Week 12- Project finalization/Software
   Week 13- Booklet creation-Process Documentation
   Week 14 Submission Week 14
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   • Upload to BBLearn the booklet titled: Assignment 2_H00000000_Name.pdf
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   Recycling vs. Upcycling
   Sustainable Design Artifact
   You will be creating your own up-cycled items to use personally, to give as gifts, or to sell to raise funds
   for a conservation group or community organization.
   Recycling is taking an item and using the materials in it again. For example, when plastic bottles are
   recycled into stuffing for winter jackets. Up cycling involves reusing an item in such a way that its value
   is increased. Students may have seen up cycling examples like wallets made from candy wrappers or
   rag rugs made from cast-off fabric scraps.
   Before you start
   You need to collect materials.
   • Empty Cups and used coffee filters
   • T-shirts
   • Empty bottles, jugs, and containers with lids
   • Broken jewelry and old toys
   • Toilet paper rolls and paper towel tubes
   • Newsprint, magazines, and old books
   • Paper and plastic bags
   • Boxes (Kleenex, cereal, baby wipes)
   • Egg cartons
   • Plastic utensils
   • Candy wrappers
   • Juice pouches and juice boxes
   • Perfume bottles
   The used items students find must be clean. It can take some time to collect materials, so consider
   sharing a list of basic items with families a week or two in advance. Once you start discussions with
   students, they will think of additional ideas of things to bring, but you will have a good set of materials to
   start with.
   “Have nothing in your house that you do not know to be useful, or believe to be
   beautiful.” – William Morris
   You will need supplies to support your designs. Basic tools like paper, pencils, rulers, tape, paint, and
   scissors are available at almost any school. If possible, supplement these supplies with items they may
   not have used before, like wire, sewing needles and other fasteners, twine, yarn, and ribbons. Be sure to
   discuss safety when using new tools and adhesives.