Most creative, preparatory steps in performing any design do not make use of detailed calculations, but come from the designer’s experience-based understanding of what those calculations will show. Understanding is exercised time after time, much more often than detailed calculation, as the "design envelope" is explored. For each actual calculation, program, or implemented bread-board design there are many cycles of pre-design sketchings, schemings, and imagined possibilities that come before it. That is where the creative problem-solving takes place. All that activity is done merely on the basis of an understanding of the calculation that might be performed were this trial sketch to be a final candidate for detailed evaluation. With the AUT technology for understanding, actual concept engineering — engineering the concepts, themselves — becomes possible. (Notice that this is not conceptual engineering, which is quite a different matter.)
That is the opening for meeting I-Campus objectives. Understanding can rigorously and concisely be expressed directly in a kind of graphical algebra — opening the field of "technology" to any subject whatsoever — even non-technical areas thought to be beyond the reach of true engineering.