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Resource:How to Take Over a Freshman Design Course

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~~<parsererror style="display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black">~~ ~~=== This page contains the following errors: ===<div style="font-family:monospace;font-size:12px">error on line 1 at column 8217: attributes construct error</div>=== Below is a rendering of the page up to the first error. ===~~ </parsererror> Intro Emma May is a design thinker. She interviewed students at her school to learn more about their needs for the freshman design course (EPICS), carefully noting their concerns and brainstorming how she could address them. The students felt the class was too stressful, and not giving them the teamwork and design thinking skills they needed to succeed. Emma knew from her UIF training that she could apply the changes needed to make the class more fun and engaging, to create life-long learners. Emma is courageous. As a freshman, she approached the head of the engineering department and asked to lead the charge in improving EPICS. She has now taken on the task of co-teaching one section of EPICS, as a sophomore. Though she sometimes struggles with the new dynamic of teaching peers her own age, she’s pioneering the path for project-based, hands-on, creative, and design-thinking oriented education at her school. Emma is open to new ideas. After every class meeting, she evaluates its successes and low points, with the intention of improving the class for the future. She is attune to the students’ personalities and experiences and not afraid to make big changes. And most of all, Emma is a confident and capable University Innovation Fellow, who is passionate about teaching. She mentioned many times the skill-set she gained from the training, and how it’s changed her network and education trajectory. She’s changing the Colorado School of Mines education - one design thinker at a time. Goals Emma’s goal is to improve the freshman design thinking course (EPICS) to make it more engaging for students and give them passion and appreciation for the design thinking process. Short term, she is teaching one section of the course as a trial phase, where her goal is to revise the outdated curriculum, replacing PowerPoints with hands-on activities as often as she can. Longer term, she hopes her success can be used to remodel the entirety of EPICS. Academic Permission Academic permission may be required when trying to change a curriculum in a Design course. In a university, academic permission comes from faculty support, committee acceptance or even the administration. In Emma’s case, She got her permission from the head of the department. Supports Implementing such an intensive course in a curriculum requires lots of supports which is the most important part of the change. Emma had many supporters throughout her campus. 1.     Faculty- First thing Emma did was approach the head of the department who leads the design classes which was really intimidating for her. However, she showed her the reason why the curriculum should change and what are some changes they should implement. The head of the department loved the idea of hands-on work instead of being lecture based. 2.      Administrator- Over the summer she worked with the curriculum coordinator to find a way how they can use less PowerPoints and more engaging work. Their mission was to make the class more fun, engaging and make it a class that students want to come to. They went over the lesson plan to make sure that student are learning by doing. 3.     Students- If there are no student then there wouldn’t be any class. She has her own class of 18 with her department head where she implements her knowledge of design thinking that she learned from UIF training. Which led to student work with each other build team dynamic. Getting the supports of these students was really important for her.Testing

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