Resource:How to infiltrate a GenEd class with a two week design thinking module

INTRODUCTION

Design thinking is a methodology for innovation that brings creativity into the way we design and solve problems. Defined in the section below, the design thinking method is a human centered approach to problem solving which brings together creative thinkers from every different facet of expertise. Together, these individuals can tackle a wide range of problems and issues that are not easily solved without collaboration. Design thinking requires individuals to think divergently, and bring in many solutions to a single problem. Although design thinking seems to have obvious applications in the realms of engineering and science, it can have positive effects on less technical subjects as well. For example, history professors can use divergent thinking and design thinking to engage students in different ways and figure out the most effective way to learn a topic. Each type of subject is trained to think a specific way. This allows students from different academic backgroundsto bring their own unique perspectives to the table while working together. Design thinking takes these individual identities and gives them an overall perspective that can be applied to any field. A fantastic way to expose individuals to what may seem to be a foreign methodology is when they are institutionally captive - they have to listen! Where does one find captive college students? General education classes, of course! This wiki article will detail the essential steps to get off the ground and into a classroom to make an impact on any campus by integrating design thinking into the curriculum for each and every student.

LOGISTICS

In order to engage a gen-ed class and introduce students to design thinking you need to things: the professor’s permission and some awesome prototyping materials. Below are some tips and items to consider as you plan out your conquest of general education courses.

• Put people in the right situation and they can throw out silly ideas without having to worry about being ridiculed by their peers.
  • This can rekindle anyone’s confidence by the end of the design thinking course. Some people may start out timid, but if the course is tailored to each group correctly, each person will be highly engaged by the end.

• It may be difficult to help each individual feel comfortable in a room of people from different fields of expertise, but it is important to have a diversity of disciplines in one room. It is also important to keep them all on the same track.
  • The goal is to make them work together, instead of arguing their perspectives. A good start to this is by making people pay attention.

• Have laptops put away, setup the tables in a circle, or whatever it may take to engage the students. Throughout the design thinking course, the students will begin to understand how design thinking applies to each and everyone in the room.

• Walk participants through the basic steps of design thinking (see graphic above) and encourage them to tackle a problem together, either in small groups or as a whole. It is important to focus on something that is an important issue, but is not divisive in nature and can promote collaboration to create a solution.

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MARKETING

Unlike many other projects or workshops, posting flyers about a design thinking session is generically not the strongest marketing strategy to appeal to all types of audiences. Word choice is crucial to any sort of market campaign. For example, a flyer with a word on it such as “creative” draws a more artsy crowd, where as a flyer containing the word “prototype” typically draws a more engineering minded crowd. Instead of creating initiatives that occur outside of classroom, it is fundamental to implement ideas that get yourself into the classroom.

The best way to spread the design thinking concept is finding a way into the classroom. Whether this be in a one class session or in a two week curriculum, once you begin to teach the ideas of design thinking, students will find interest. In the classroom, students are required to focus which gives you their attention easier than trying to track them down outside class with their busy schedules.

It is also essential to advertise to a broad market. For example, as mentioned earlier marketing to a specific audience using words such as “creative”, which draws artsy people, or “prototyping” which draws engineers, is very limiting. Think more broad. Depending on the university, using programs such as new student orientation might be effective because all types of students are engaged in this program. Creating a design thinking session exclusively for entrepreneurship majors could easily deter students who are intimidated by innovation or not as interested in design thinking.Using a broad market with a semi-captive audience will get you the exposure and support you need to find your following on campus.