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== Need and Goal ==
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial. Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis. Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program. Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
== Objectives ==
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.
== Why Design Thinking? ==
[[File:Design_Thinking_componentsDesign Thinking components.png|right|400px|right|Design Thinking and it's components]]A design thinking background helps students explore their majors in a deeper way. It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings
== Academic Permissions ==
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.
== Support ==
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course: 1. StudentsGetting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.2. FacultyFaculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change. 3. AdministratorsAdministration is the most difficult to receive support from. Most likely, they don’t want to see a change in the campus immediately as it could be assumed that it will cost the university a large sum. This is why it can be hard to get the administratio is hard to get them invested financially.
== Faculty ==
Instructors are either the faculty or fellows who Tutor the students and design thinking is?Guide the studentsWalk around to mentor their projectsInspire them by their prototypes etc. * Tutor the students and design thinking is?* Guide the students* Walk around to mentor their projects* Inspire them by their prototypes etc.