The education mission of college and university is multifaceted – on the instructional side, the design program aims to deliver rich, broad range formal foundational, aesthetic and analytical knowledge and skills – while ensuring that student success rate is at its highest. Apart from the conventional measure of student success, measured by formative and summative assessments, there is now a great deal of focus on student’s mental well-being and on the psychological attributes. A recent study by Beiter et al., correlated stress, anxiety, and depression with academic performance and showed that the pressure to succeed and post-graduation were the main concerns of students during their academic years. (Beiter, et al, 2015) Design cohort shares these commonalities, and on top, students experience creativity, originality, problem-solving and artistic challenges. The current pedagogical approach in design schools results in high pressure on the students. Students are constantly worried about submissions, concept generation, time-management, and, are all the time questioning their self-worth, causing the student undergoing stress, depression, and burn-outs. During this the creativity is phased out, and, blandness enters in both their mind and in their creative output. This becomes a question of (...read more).