Among emergent “design thinking†spaces Stanford University’s Institute for Design, or d.school, stands out as a notable example. Its research, development, and educational vision is to use design thinking to “drive multidisciplinary innovation,†believing that “great innovators and leaders need to be great design thinkers†(“Standford University Institute of Design,” 2007). It’s objective is to bring a diverse set of professionals together to “tackle difficult, messy problems that demand interdisciplinary solutionsâ€. It takes a “human approach to design, business and engineering,†desiring that students “develop a personal point of view and confidence in their design methodology,†becoming “wiser, more complete human beingsâ€. It provides an “innovation space for all of Stanford†where students and faculty from “engineering, business, medicine, the humanities and education … learn design thinking and work together to solve big problems in a human-centered wayâ€. Moreover, it strengthens the connection between “university and industry†creating a place where people from “big companies, startups, schools, non-profits, government and anyone else who realizes the power of design thinking can join our multidisciplinary teaching, prototyping and research.†What intrigues me about the d.school is that the educational enterprise itself is an open and participatory exercise of design, where just in time curriculum, courses and lessons are designed in response to the real learning problems that its environment generates. While this is not necessarily the future model of professional education, or design, it is an interesting experiment that continues to evolve.