1. MarylandByDesign Established in 2014 Research began in 1994
Identify design in all its manifestations
Develop design policy for Maryland to 2030
Establish Maryland Design Excellence & Innovation Commission by legislation
Introduced in 2015 & 2016
Plan to introduce in 2018
Collaborate for K-12 & 20 design education
MarylandByDesign was established in 2014 as a privately supported working group to promote the understanding of design policy and to apply 20 years of research in the field to design policy for Maryland now through the year Design is defined as “design in all its manifestations” based on a commonly understood, international definition. MarylandByDesign set as its primary goal to establish the Maryland Design Excellence & Innovation Commission by introducing legislation in 2015 and 2016, with a plan to introduce additional legislation in One of the goals of MarylandByDesign is to collaborate with educational institutions to develop and implement design education programs.

2. Design = Synthesis Skills
Design Thinking
Improvisation
Creativity
Visualization
Making
The essence of design is synonymous with synthesis skills, both in thinking and making. Design thinking involved improvisation, creativity, visualization, and making. Design thinking has been used to innovate in educational settings, government and business.

3. STEM to STEAM to STEAMED
Science
Technology
Design
Math
Arts
Innovation
In 2011, after the concept of STEM education (science, technology, engineering and math) became a policy goal of the Every Child Succeeds Act, Rhode Island School of Design announced the STEM to STEAM Initiative (adding the “A” for design & arts). This initiative became part of an amendment to the ESSA, passed by Congress in Title IV of ESSA authorizes grants to support states and districts in providing diverse coursework aimed at a well-rounded education. In Title VIII, ESSA provides the following definition:
A definition of “well-rounded” education to ensure that federal funds are used to support educational opportunities that increase student achievement through programming in a variety of subjects, including English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency.
Currently, I am working together with Rhode Island School of Design, participants of the MarylandByDesign working group, Congressman James Langevin of Rhode Island and others on the Congressional STEAM Caucus, made up of over 70 members of the U.S. House of Representatives to clarify the definition of STEAM to include “design” as one of the “variety of subjects” in school programming. Some design educational programming already exists in Maryland, but there is a lack of understanding and coordination among these few programs to sustain these opportunities for students in the long term.
Engineering
Entrepreneurship

4. Maryland & Surrounding Metropolitan Area
Recent statistics published by the Washington Post on March 7, 2017 reveal out of the top 100 areas for STEAMED professionals the projected demand for STEM-STEAMED jobs by 2020 to be 14.9% (Rank #1). Share of the workforce in STEAMED jobs 11.7% (Rank #2). STEAMED employment growth 19.1% (Rank #7). R&D spending $3.9 billion (Rank #80). The question these statistics raise is what would increase the capacity of innovation for R&D spending? A future generation who receives a well-rounded education that includes design education is the key to this.
Source: Published March 7, 2017 Washington Post Magazine;
2017 WalletHub Survey top 100 metro areas for STEM Professionals

5. Case Study-Industrial Design
High School Level Design Project
To learn design principles for environments and products
Project entered in Chrysler Corporation’s competition for vehicle design of the future
Students presented their experience of learning design skills
A group of about 10 students formed an Industrial Design Club at Churchill High, under the guidance of Byron Bloch, a professional member of the Industrial Designers Society of America (IDSA) and colleague of mine in the MarylandByDesign working group.  
These creative students learned key principles of how to design environments and products that were functional, efficient, and safe. The students designed a personal car called the "Citizen", and built a scale-model, and a website, and an overall presentation of their innovative car, which utilized carbon fiber materials and advanced safety features.  Their vehicle design won Chrysler's 2nd Place Award, and rather ironically, about two years later, Chrysler introduced the “Crossfire” car with remarkable similarities to what the students had designed.

6. K-12 Design Education for Maryland Education Development Collaborative
Provide guidance for defining STEM to STEAMED
Emphasize importance of design education resulting in increased innovation
Opportunity to collaborate with other States and globally, where design education is offered, to implement design programs in Maryland’s Schools
How can MarylandByDesign and the future Maryland Design Excellence & Innovation Commission collaborate with the Maryland Education Development Collaborative? Provide guidance for defining STEAMED based education, emphasize the relationship between design education and innovation beyond the educational setting, establish opportunities to coordinate with other States and Countries where design education is offered to further implement design programs in Maryland’s schools.

7. MarylandByDesign design policy and design education
Additional Case Studies about
design policy and design education