Sign In

Barbara Karanian

Lecturer (previously Visiting Professor)at Stanford Transforming Innovation in Classrooms and Organizations - Psychology of Designing Change -

Professional Background

Barbara Karanian, Ph.D., is a dynamic force in design education and entrepreneurial leadership. As the founder of The Design Entrepreneuring Studio, she has made her mark as a Lecturer in Mechanical Engineering at Stanford University. In this role, she passionately engages students in innovative educational practices that blend the sciences of engineering, psychology, and design. Barbara's research is at the intersection of social-cognitive psychology and engineering design, delving into how cognition and emotions shape design decisions and entrepreneurial actions.

Her academic journey has taken her through esteemed institutions and varied roles. From 2005 to 2010, she served as the Michael T. Anthony Professor at Wentworth Institute of Technology in Boston, lending her expertise to the field of engineering education. Alongside her position at Stanford, Barbara is also an Adjunct Associate Professor in Social Science and Policy Studies at Worcester Polytechnic Institute (WPI), showcasing her versatility and commitment to fostering a comprehensive understanding of engineering leadership.

Education and Achievements

Barbara's educational background is as impressive as her professional accomplishments. She holds a Bachelor of Arts degree with a double major in Experimental Psychology and Fine Arts from the College of the Holy Cross in Worcester, MA. Her pursuit of knowledge continued as she obtained a Master's in Education with a focus on Art Therapy, followed by her Ph.D. in Educational Studies with an emphasis on Organizational Behavior from Lesley University. Her dissertation, titled "Gender and Leadership: Men and Women's Stories," reflects her commitment to exploring gender dynamics in organizational settings.

In addition to her academic credentials, Barbara has been recognized for her instructional prowess. She was awarded a Teaching Fellowship in Leadership at the Harvard University Graduate School of Education – a testament to her exceptional skills in leadership education. Her ability to weave storytelling into her teaching methodology facilitates not only knowledge transfer but also emotional engagement, paving the way for creativity and innovation.

Notable Works

Barbara is the author of significant publications that contribute to the fields of leadership and design education. Her book, "Working Connection: The Relational Art of Leadership," explores the relational aspects of leadership, emphasizing the importance of communication and community in enhancing workplace dynamics. Additionally, her work titled "Analyzing Engineering Leader Stories-Predicting Engagement" provides insights into how storytelling can enhance engagement and connection within teams.

As a highly sought-after consultant, Barbara collaborates with leaders and organizations to cultivate creative and communicative skills necessary for effective teamwork. Through her proven methods, she helps teams master the art of community-building and creative expression, which is particularly evident in her courses at Stanford University.

In her innovative course ME 378, "Tell, Make, Engage: Action Stories for Entrepreneuring," students explore the transformative power of storytelling as they transition through the various stages of the design process – from inspiration to prototyping to realization. Furthermore, her courses ME 243 "Designing Emotion" and ME 236 "Tales To Design Cars By" offer students unique approaches to understanding user experience and emotional design within engineering contexts.

Recent projects undertaken by Barbara delve into changing organizational norms and practices, focusing on pre-visualization tools to narrate products yet to be made. Her research includes examining cognitive aspects of design and the perceived differences in user needs between online and offline interactions. Through her use of video-taped "drive-alongs," she assesses driver responses to existing automation, aiming to bridge the gap between Silicon Valley innovation and Hollywood storytelling.

Currently, Barbara exercises her expertise as a consulting partner with MoVi Connect.io, where she continues to influence the way organizations adapt and thrive in a rapidly changing technological landscape. Her work is characterized by a forward-thinking approach that integrates design, leadership, and emotional intelligence.

In her esteemed career, Barbara has not only played a pivotal role in shaping the future of engineering education but also in advancing conversations surrounding leadership, creativity, and human-centered design. Her commitment to fostering innovation and entrepreneurship in the design sector continues to inspire students, faculty, and professionals alike.

Barbara's research and practical applications resonate throughout the fields of engineering design and leadership, ensuring her position as a thought leader who champions the significance of storytelling and emotional engagement in educat

Highlights

Feb 22 · linkedin

Vulnerability with a Stranger   I tend to obsessively prepare, regroup and iterate on my work, telling myself a story that explains my approach for week seven's meeting of my ME 378 class at Stanford.   Certainly, the students were developing novel work. In addition to outside of class and work responsibilities, they consistently prepared, did the readings, iterative project writing, and participated by observing or speaking up in class.  We had fun moments and laughter, too.   I just had a feeling that I was missing something.   Were they really getting closer and showing the genuine in their purpose? I challenged myself. I wanted to show them how to Lead with Emotion and that meant doing something different in class. Then, I challenged them. Will you be more vulnerable with a stranger than with each other?   To tackle the class’s organizing question: “How do you tell a story in the middle of a new creation,” I brought multiple “strangers “into the classroom to help with a multi-layered plan: warm up, a practice exercise, and a simulation design challenge.   Thanks to Aero Astro graduate student and alum of ME 378 #AviadLengo for engagingly leading a warm-up and telling us his start-up story dream. Appreciation to another ME 378 alum #BillKing. Bill and my other not strangers anymore memorable guests #VishnuSrinivasan and #SudarshanSridharan along with Eric simulated a VC/founder interview with the compelling Professor #DebbieSenesky.  Hard to believe that #DebbieSenesky did not know in advance that she would be interviewed.  We were all on the edge of our seats – as we paused to take time-outs to discuss the reality of the questions, some starkly technical, and the impact of her responses 🎶 telling a once in a million moons story.

Later, inspired by all of it, a student in the class volunteered and then it was his turn to inspire! With Bill as managing partner/student as interviewee we were treated to another kind of simulation. The student showed us his truth in the moment, to his past and to his cause. The class applauded when we heard Bill say to our classmate, “The job is yours.”   We experienced the power of Vulnerability with a Stranger. How do you tell a story in the middle of a new creation? The intent was explicit, the intervention surprising, and the results expansive.

Jan 18 · linkedin

HOW DO YOU KNOW YOU ARE GOOD AT STORYTELLING, TEACHING? After the first class with me during Stanford's winter quarter, a student stunned me with this demand. I told him I had never been asked that question before. I thought about it for a minute. And then I carefully began to answer,

Me: Well, let me begin by answering the second part - how I know I am good at teaching… Student: No [ he interrupted, looked me in the eye] it’s not two questions it’s one: How do you know you are good at teaching storytelling?   Ok. This was new. In a layered response I included some color and framing for previous and current students I taught and Who they were – in classrooms - on both coasts of the US from all over the globe. I even provided some confidential anecdotes detailing the trajectory of one student’s iterative development.  I was glad to tell how the previous student leaped forward emotionally.  I underlined how that student showed us personal motivation -through storytelling- to become a successful founder.   Student: Well, you could have responded in a different way [said in a measured tone] you might tell me about things you wrote or collaborative work on stuff with a post-production company in Hollywood or telling stories on a stage. Me: Thank-you [said with spontaneous appreciation] for noticing that I didn’t talk about my personal work. I learned a long time ago that people could be artfully practiced and superb at their craft and not wish to nor capable of teaching it to someone else.

Related Questions

How did Barbara Karanian develop her unique approach to integrating storytelling into engineering education?
What impact does Barbara Karanian’s research on cognitive aspects of design have on the future of engineering practices?
In what ways has Barbara Karanian’s experience in art therapy influenced her teaching methods at Stanford University?
How does Barbara Karanian’s background in psychology enhance her understanding of leadership dynamics within organizational settings?
What are the key takeaways from Barbara Karanian’s book 'Working Connection: The Relational Art of Leadership' that aspiring leaders should consider?
Barbara Karanian
Add to my network

Location

San Francisco, California, United States