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	Bill Willoughby Associate Professor, College of Architecture and Environmental Design Bill Willoughby engaged in a creative practice during his time as a DI Faculty Fellow, using various tools in the DI Hub workspace to explore and fabricate “Spaces for Study.” Studying as a practice used to be (and perhaps still is) a behavior with spatial and temporal dimension. We can trace spaces of study back to monastic practices: small devotional spaces or “cells” set aside for religious inquiry and scholarship. The space of study was famously depicted in Antonello da Messina’s painting, “St. Jerome in His Study” (circa 1475). Willoughby’s questions asked “where and how is the habit of study practiced today?” Is it reflected in our smartphone handset, our laptop, or our headphones? Is it now present in a “third place” such as a coffee shop, subway commute, or other informal spaces where ubiquitous computing overlays space and a person can be solitary, yet in public, and simultaneously fall into a pocket of time for inquiry, reflection, learning, or expressing on a device? To demonstrate the outcomes of both his process-thinking/reflection and examples of solutions, Willoughby created and installed an exhibition in the DI Gallery titled “Studies of Study.”
	Gerrey Noh Assistant Professor, School of Music Gerrey Noh developed a project exploration titled “Creating Project-Based Collaborative Learning Opportunities through Immersive Art and Music.” Students under Noh’s direction engaged in a production of an immersive art and music installation. The fusion of visual art and animation, creative writing, electronic/acoustic music production, and media technology was at the heart of this project. Project-based learning will encourage students to seek creative inspirations from outside of their major areas and provide learning opportunities not available through the traditional curriculum. As part of the project Noh acquired two free pianos and delivered them to the industrial studio in the DI HUB. The students were then instructed to completely disassemble the pianos with the rule that they had to use every part of the piano to create new unique instruments (sound-makers) by applying the use of the tools in the makerspaces. Then the students worked in teams to compose new music and approaches to ‘scoring’ the compositions, which they then performed to public audiences at the end of the academic year.
	Karen Mascolo Associate Professor, College of Nursing Karen Mascolo brought an evidence-based practice (EBP) project intended to prevent, address and mitigate incivility and bullying in the health care environment to incorporate into the Design Innovation framework. She researched and developed a virtual interactive training experience that allows students to experience challenging incivility scenarios in health care environments and practice making good decisions as to how they might respond under the high-stress situations endemic in hospitals and other care spaces.
	Margarita Benitez Professor, Fashion Design & Merchandising Margarita Benitez engaged in research into developing virtual fashion experiences and environments (such as gaming, AR, NFTs/blockchain) via CLO 3D and Unreal, lens studio and created a timeline of these digital fashion projects that speak to sustainability concerns with the utilization of certain technologies. For example, there is quite an unsustainable footprint in virtual fashion / NFT development with the current proof of work process vs proof of stake process in cryptocurrency. Benitez utilized modeling/design software in combination with digital media presentation formats (such as lens studio or with the UNREAL software engine) to investigate new forms of creative expression and created a platform/competition for students to create digital garment concepts on avatars that were rendered into a virtual runway fashion show presented in the Blank_Lab of the DI HUB.
	Molly Merryman Associate Professor, School of Peace and Conflict Studies Molly Merryman explored the notion of “queering space” as an applied and theoretical concept, to engage in sustained critical re-imaging of intellectual and cultural spaces and developed a system of design for queering museum exhibitions (physical and virtual). Studying and applying design concepts of queering space (which largely exist in the realm of product design and architecture) to enhance/challenge her own pedagogical approaches in peace studies informed the construction of museum space and future exhibitions of the UK national LGBTQ Museum, Queer Britain.
	Sheryl Chatfield Associate Professor, College of Public Health Sheryl Chatfield developed an interdisciplinary graduate Design Innovation course that may be used as elective offerings in a variety of graduate degree programs. Access to additional interdisciplinary graduate level opportunities, including coursework in the Design Innovation discipline, can be highly beneficial to students pursuing degrees, minors, or certification in many academic disciplines. Students in public health who aspire to work in community-based, agency, government, or other practice settings to address complex and often global concerns will benefit from the emphasis on collaboration, innovation, empathy, and human-centered design which underlie DI courses and activities. For graduate students aspiring to pursue additional degrees or for those who wish to work in public or private sector jobs, having coursework and additional applied experience in integral design innovation processes will distinguish them from their peers who have focused solely on traditional, discipline-specific coursework.

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