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| design thinking for higher education: Design Thinking in Higher Education Gavin Melles, 2020-08-19 This book addresses the contributions of design thinking to higher education and explores the benefits and challenges of design thinking discourses and practices in interdisciplinary contexts. With a particular focus on Australia, the USA and UK, the book examines the value and drawbacks of employing design thinking in different disciplines and contexts, and also considers its future. |
| design thinking for higher education: Design for Change in Higher Education Jeffrey T. Grabill, Sarah Gretter, Erik Skogsberg, 2022-03-01 It's time to design the next iteration of higher education. There is no question that higher education faces significant challenges. Most of today's universities aren't prepared to tackle issues like demographic change, the continued defunding of public education, cost pressures, and the opportunities and challenges of educational technologies. Then, of course, there is the shock of the COVID-19 pandemic, which will reverberate for years and may very well usher higher education into an era of significant structural change. Some critics argue that a premium should be placed on change functions—that is to say, on creativity, innovation, organizational learning, and change management. Yet few institutions of higher education have functions focused on thoughtful, iterative problem-solving and opportunity identification. The authors of Design for Change in Higher Education argue that we must imagine and actively make our way to new institutional forms. They assert that design—a practical art that is conceptually rich and visible in its concreteness—must become a core internal competency of the university. They propose one grounded in the practical experiences of a specific educational design organization: Michigan State University's Hub for Innovation in Learning and Technology, which all three authors have helped to run. The Hub was created to address issues of participation, impact, and scale in moving learning innovations from the individual to the collective and from the classroom to the institution. Framing each chapter around a case study of design practice in higher education, the book uses that case study as the foundation on which to build design theory for higher education. It is complemented by an online playbook featuring tactics that can be used and adapted by others interested in facilitating their own design work. Touching on learning experience design (LXD) as an increasingly critical practice, the authors also develop a constructivist view of designing conversations. A playbook that grounds theory in practice, Design for Change in Higher Education is aimed at faculty, staff, and students engaged in the important work of imagining new forms of education. |
| design thinking for higher education: Teacher as Designer David Scott, Jennifer Lock, 2021-02-20 This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students. It addresses concerns about the theoretical and practical implications of the still emergent emphasis of design in education. The book begins by examining a number of prominent design processes being used by educators including human-centred design, designing for authentic inquiries, and Universal Design for Learning. It then delves into how teachers, system leaders, and students can engage in educational design within the complex spaces of K-12 contexts. Finally, the book takes up design in education within a maker and making context. Each chapter includes a vignette, a series of guiding questions, along with specific design principles that can help address common challenges and issues educators encounter in their practice. This book provides both theoretical and practical elements involved in educational design and is beneficial to scholars, graduate students, educators, and pre-service teachers. |
| design thinking for higher education: Higher Education by Design Bruce M. Mackh, 2018-04-17 Faculty in higher education are disciplinary experts, but they seldom receive formal training in teaching. Higher Education by Design uses the principles of design thinking to bridge this gap through practical examples and step-by-step instructions based on educational theory and best practices in pedagogical and curricular development. This book offers practical advice for effective teaching and instruction, interdisciplinary curricular collaborations, writing course syllabi, creating course outcomes and objectives, planning assessments, and building curricular content. Whether you are a seasoned professor or new instructor, the strategies in this book can improve your practice as an educator. |
| design thinking for higher education: Applying Design Thinking to the Measurement of Experiential Learning Adam Peck, Danielle M. DeSawal, 2021 This book features chapters addressing they can improve student learning outcomes and students awareness of what they are learning by applying principles of design thinking into the curriculum-- |
| design thinking for higher education: Epistemic Fluency and Professional Education Lina Markauskaite, Peter Goodyear, 2016-09-21 This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional. |
| design thinking for higher education: Design Thinking and Innovation in Learning Ellen Taricani, 2021-02-08 Acknowledging that empowering today’s learner to find innovative and enriching experiences brings about a deeper desire within them to learn and develop skills, this book showcases a combination of innovative educational practices and creative pedagogy techniques to demonstrate how educators can kick-start learning success. |
| design thinking for higher education: Designing the New American University Michael M. Crow, William B. Dabars, 2015-03-15 A radical blueprint for reinventing American higher education. America’s research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers broader accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael M. Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars—a historian whose research focus is the American research university—examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university. |
| design thinking for higher education: The Business of Higher Education John C. Knapp Ph.D., David J. Siegel, 2009-10-22 At a time of great economic uncertainty, The Business of Higher Education looks at the pros and cons of colleges and universities taking a more business-like approach to fulfilling their missions. How can colleges and universities navigate their way between shrinking commitments and the increasing expectations of their students? Does the answer lie in taking a more business-like approach? This extraordinary resource considers the costs and benefits to both public and private institutions and to society when academe embraces business models for improving cost-efficiency, marketing, hiring practices, and customer service. Bringing together a diverse team of contributors from the academic and business worlds, The Business of Higher Education offers 35 essays in three volumes. The first volume explores issues of leadership and culture, the second focuses on management and fiscal strategies, and the third volume takes up issues of marketing and consumer interests. Throughout, the work balances the contrasting perspectives of those within the academy and those outside of it, as it considers whether higher education and the public interest are ultimately helped or harmed by the application of business methods to essential academic functions. |
| design thinking for higher education: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education Keengwe, Jared, 2019-07-05 Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers. |
| design thinking for higher education: Gamification and Design Thinking in Higher Education Carmen Bueno Muñoz, Núria Hernández Nanclares, Luis R. Murillo Zamorano, José Ángel López Sánchez, 2023-12-06 This book analyzes the use of gamification and design thinking in higher education, examining how both techniques can be combined and used together to promote motivation, engagement, and participation among students. Using two in-depth examples, the authors show that the introduction of a gamified design in a design thinking activity can be a powerful tool to enhance the experiences of students in the teaching-learning process of a subject; motivate participants in a design thinking activity in the university environment; and enhance skills such as creativity, critical thinking and problem-solving, and collaboration, widely demanded in the labor market. Further, they examine how gamification and design thinking in the educational field can enable both the motivation and engagement of students and promote behavioral changes that materialize as a boost in learning outcomes and academic performance. Providing valuable recommendations and insights into the analysis, design and development, and implementation and evaluation of gamified design thinking activities to be carried out in higher education, as well as examining relevant ethical issues, the book will appeal to scholars, researchers, academic faculty, and educators working in the field of higher education, and with interests in educational psychology and theories of learning. |
| design thinking for higher education: Studio Teaching in Higher Education Elizabeth Boling, Richard A. Schwier, Colin M. Gray, Kennon M. Smith, Katy Campbell, 2016-06-10 Well-established in some fields and still emerging in others, the studio approach to design education is an increasingly attractive mode of teaching and learning, though its variety of definitions and its high demands can make this pedagogical form somewhat daunting. Studio Teaching in Higher Education provides narrative examples of studio education written by instructors who have engaged in it, both within and outside the instructional design field. These multidisciplinary design cases are enriched by the book’s coverage of the studio concept in design education, heterogeneity of studio, commonalities in practice, and existing and emergent concerns about studio pedagogy. Prefaced by notes on how the design cases were curated and key perspectives from which the reader might view them, Studio Teaching in Higher Education is a supportive, exploratory resource for those considering or actively adapting a studio mode of teaching and learning to their own disciplines. |
| design thinking for higher education: Design Thinking for Education Joyce Hwee Ling Koh, Ching Sing Chai, Benjamin Wong, Huang-Yao Hong, 2015-04-25 This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors’ design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionals to consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings. |
| design thinking for higher education: Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration Wang, Viktor, 2020-04-03 Higher education institutions are, more so than other organizations, deeply complex, and they present a unique challenge to their leaders and administrators. The unique complexities of higher education call for governance founded on thoughtful consideration of leadership practices, theory, and styles that reflect the values of the institution and its mission. Embedded in a rapidly changing society, the future of higher education leadership and administration is necessarily dynamic and demands a strong ethical core to guide research, knowledge production, and organizational behavior. TheHandbook of Research on Ethical Challenges in Higher Education Leadership and Administration is a cutting-edge research publication that examines leadership ethics that higher education institutions must employ to be proactive, visionary, and ethically sound. The publication covers the importance of leadership ethics in higher education as well as the foundation for developing frameworks in which to ground the presence of leadership ethics in higher education. Featuring a wide range of topics such as distance education, free speech, and leadership, this book is ideal for librarians, academicians, administrators, researchers, education professionals, policymakers, and students. |
| design thinking for higher education: Design in Educational Technology Brad Hokanson, Andrew Gibbons, 2013-09-07 This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. The fifteen chapters were developed by leaders in the field and represent the most updated and cutting edge methodology in the areas of instructional design and instructional technology. The broad concepts of design, design thinking, the design process, and the design studio, are identified and they form the framework of the book. This book advocates the conscious adoption of a mindset of design thinking, such as that evident in a range of divergent professions including business, government, and medicine. At its core is a focus on “planning, inventing, making, and doing.” (Cross, 1982), all of which are of value to the field of educational technology. Additionally, the book endeavors to develop a deep understanding of the design process in the reader. It is a critical skill, often drawing from other traditional design fields. An examination of the design process as practiced, of new models for design, and of ways to connect theory to the development of educational products are all fully explored with the goal of providing guidance for emerging instructional designers and deepening the practice of more advanced practitioners. Finally, as a large number of leading schools of instructional design have adopted the studio form of education for their professional programs, we include this emerging topic in the book as a practical and focused guide for readers at all levels. |
| design thinking for higher education: Creativity in Research Nicola Ulibarri, Amanda E. Cravens, Anja Svetina Nabergoj, Adam Royalty, 2019-08 Provides concrete guidance, grounded in scientific literature, for researchers to build creative confidence in their work. |
| design thinking for higher education: Design Thinking Karen L. Sanzo, Jay Paredes Scribner, Jason A. Wheeler, Kate Wolfe Maxlow, 2022-01-01 Design thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches. In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice. |
| design thinking for higher education: Design Thinking in Education Christoph Meinel, Timm Krohn, 2022-04-12 Education needs new ways to prepare individuals and societies for the multitude of changing challenges in the twenty-first century. In today's world—characterized by digitization, increasing speed, and complexity—design thinking has established itself as a powerful approach to human-centered innovation that can help address complicated problems and guide change in all areas of life. Design thinking formats not only teach skills that benefit people as they expand their toolbox, but also create affective and cognitive outcomes. This book includes experiences, approaches, and reflections on design thinking in education from different perspectives of renowned design thinking experts from the network of the Hasso Plattner Institute and its School of Design Thinking. Using real-world examples, the book provides insights into requirements and protocols that design thinking practitioners can apply to transform their academic or professional ecosystem. It will be of interest for readers who work in or are interested in a wide variety of educational contexts. |
| design thinking for higher education: Handbook of Research on Creative Problem-Solving Skill Development in Higher Education Zhou, Chunfang, 2016-09-21 Developing students’ creative problem-solving skills is paramount to today’s teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce. In today’s knowledge economy, workers must be able to participate in creative dialogue and complex problem-solving. This has prompted institutions of higher education to implement new pedagogical methods such as problem-based and case-based education. The Handbook of Research on Creative Problem-Solving Skill Development in Higher Education is an essential, comprehensive collection of the newest research in higher education, creativity, problem solving, and pedagogical design. It provides the framework for further research opportunities in these dynamic, necessary fields. Featuring work regarding problem-oriented curriculum and its applications and challenges, this book is essential for policy makers, teachers, researchers, administrators, students of education. |
| design thinking for higher education: Academic Librarianship by Design Steven J. Bell, John D. Shank, 2007-07-02 Scenarios, case studies, and profiles throughout illustrate the successes that real blended librarians are having on campuses. This practical, hands-on guide expands the possibilities for academic librarians in public service, reference, instruction, information literacy, and even library and information science students. |
| design thinking for higher education: Now You See It Cathy N. Davidson, 2011-08-18 A digital innovator shows how we can thrive in the new technological age. When Cathy Davidson and Duke University gave free iPods to the freshman class in 2003, critics said they were wasting their money. Yet when students in practically every discipline invented academic uses for their music players, suddenly the idea could be seen in a new light-as an innovative way to turn learning on its head. This radical experiment is at the heart of Davidson's inspiring new book. Using cutting-edge research on the brain, she shows how attention blindness has produced one of our society's greatest challenges: while we've all acknowledged the great changes of the digital age, most of us still toil in schools and workplaces designed for the last century. Davidson introduces us to visionaries whose groundbreaking ideas-from schools with curriculums built around video games to companies that train workers using virtual environments-will open the doors to new ways of working and learning. A lively hybrid of Thomas Friedman and Norman Doidge, Now You See It is a refreshingly optimistic argument for a bold embrace of our connected, collaborative future. |
| design thinking for higher education: Designing Your Life Bill Burnett, Dave Evans, 2016-09-20 #1 NEW YORK TIMES BEST SELLER • At last, a book that shows you how to build—design—a life you can thrive in, at any age or stage • “Life has questions. They have answers.” —The New York Times Designers create worlds and solve problems using design thinking. Look around your office or home—at the tablet or smartphone you may be holding or the chair you are sitting in. Everything in our lives was designed by someone. And every design starts with a problem that a designer or team of designers seeks to solve. In this book, Bill Burnett and Dave Evans show us how design thinking can help us create a life that is both meaningful and fulfilling, regardless of who or where we are, what we do or have done for a living, or how young or old we are. The same design thinking responsible for amazing technology, products, and spaces can be used to design and build your career and your life, a life of fulfillment and joy, constantly creative and productive, one that always holds the possibility of surprise. |
| design thinking for higher education: Design Thinking to Digital Thinking Kaushik Kumar, Divya Zindani, J. Paulo Davim, 2019-10-08 This book outlines the paradigm shift from design to digital thinking. This book is primarily intended to provide researchers and students an overview of the current state of affairs dealing with design thinking process and its transition to digital era. |
| design thinking for higher education: The Palgrave Handbook of Experiential Learning in International Business V. Taras, M. Gonzalez-Perez, 2016-01-03 The Handbook of Experiential Learning In International Business is a one-stop source for international managers, business educators and trainers who seek to either select and use an existing experiential learning project, or develop new projects and exercises of this kind. |
| design thinking for higher education: Design Thinking in Technical Communication Jason Tham, 2021-05-18 This book explicates the relationships between design thinking, critical making, and socially responsive technical communication. It leverages the recent technology-powered DIY culture called the Maker Movement to identify how citizen innovation can inform cutting-edge social innovation that advocates for equitable change and progress on today’s wicked problems. After offering a succinct account of the origin and recent history of design thinking, along with its connections to the design paradigm in writing studies, the book analyzes maker culture and its influences on innovation and education through an ethnographic study of three academic makerspaces. It offers opportunities to cultivate a sense of critical changemaking in technical communication students and practitioners, showcasing examples of socially responsive innovation and expert interviews that urge a disciplinary attention to social justice advocacy and an embrace of the design-thinking principle of radical collaboration. The value of design thinking methodologies for teaching and practicing socially responsible technical communication are demonstrated as the author argues for a future in the field that sees its constituents as leaders in radical innovation to solve wicked social problems. This book is essential reading for instructors, students, and practitioners of technical communication, and can be used as a supplemental text for graduate and undergraduate courses in usability and user-centered design and research. |
| design thinking for higher education: The Thinking University Søren S.E. Bengtsen, Ronald Barnett, 2018-04-27 This book reinvigorates the philosophical treatment of the nature, purpose, and meaning of thought in today’s universities. The wider discussion about higher education has moved from a philosophical discourse to a discourse on social welfare and service, economics, and political agendas. This book reconnects philosophy with the central academic concepts of thought, reason, and critique and their associated academic practices of thinking and reasoning. Thought in this context should not be considered as a merely mental or cognitive construction, still less a cloistered college, but a fully developed individual and social engagement of critical reflection and discussion with the current pressing disciplinary, political, and philosophical issues. The editors hold that the element of thought, and the ability to think in a deep and groundbreaking way is, still, the essence of the university. But what does it mean to think in the university today? And in what ways is thought related not only to the epistemological and ontological issues of philosophical debate, but also to the social and political dimensions of our globalised age? In many countries, the state is imposing limitations on universities, dismissing or threatening academics who speak out critically. With this volume, the editors ask questions such as: What is the value of thought? What is the university’s proper relationship to thought? To give the notion of thought a thorough philosophical treatment, the book is divided into in three parts. The focus moves from an epistemological perspective in Part I, to a focus on existence and values in higher education in Part II, and then to a societal-oriented focus on the university in Part III. All three parts, in their own ways, debate the notion of thought in higher education and the university as a thinking form of being. |
| design thinking for higher education: Sketching as Design Thinking Alma R. Hoffmann, 2019-12-06 This book argues for the importance of sketching as a mode of thinking, and the relevance of sketching in the design process, design education, and design practice. Through a wide range of analysis and discussion, the book looks at the history of sketching as a resource throughout the design process and asks questions such as: where does sketching come from? When did sketching become something different to drawing and how did that happen? What does sketching look like in the present day? Alongside an in-depth case study of students, teachers, and practitioners, this book includes a fascinating range of interviews with designers from a wide variety of backgrounds, including fashion, user experience, and architecture. Sketching as Design Thinking explains how drawing and sketching remain a prominent aspect in our learning and creative process, and provides a rich resource for students of visual art and design. |
| design thinking for higher education: Taking Design Thinking to School Shelley Goldman, Zaza Kabayadondo, 2016-12-01 Design thinking is a method of problem-solving that relies on a complex set of skills, processes and mindsets that help people generate novel solutions to problems. Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms uses an action-oriented approach to reframing K-12 teaching and learning, examining interventions that open up dialogue about when and where learning, growth, and empowerment can be triggered. While design thinking projects make engineering, design, and technology fluency more tangible and personal for a broad range of young learners, their embrace of ambiguity and failure as growth opportunities often clash with institutional values and structures. Through a series of in-depth case studies that honor and explore such tensions, the authors demonstrate that design thinking provides students with the agency and compassion that is necessary for doing creative and collaborative work, both in and out of the classroom. A vital resource for education researchers, practitioners, and policymakers, Taking Design Thinking to School brings together some of the most innovative work in design pedagogy. |
| design thinking for higher education: Transforming Curriculum Through Teacher-Learner Partnerships Michael James Keppell, Pradeep Nair, Chee Leong Lim, 2020 This book captures the experiences and evidence among teachers in exploring the possibility of active students' participation in curriculum design, delivery and assessment through teacher-learner partnership. This publication can be used by academia to explore the effectiveness of co-created curricula to the traditional teacher-created curricula-- |
| design thinking for higher education: Design Thinking in Student Affairs Julia Allworth, Lesley D'Souza, Gavin W. Henning, 2023-07-03 Design thinking is an innovative problem-solving framework. This introduction is the first book to apply its methodology to student affairs and, in doing so, points the way to its potentially wider value to higher education as a whole.With its focus on empathy, which is the need to thoroughly understand users’ experiences, design thinking is user-centered, similar to how student affairs is student-centered. Because the focus of design thinking is to design with users, not for users, it aligns well with student affairs practice. In addition, its focus on empathy makes design thinking a more equitable approach to problem-solving than other methods because all users’ experiences—not just the experiences of majority or “average” student—need to be understood. Centering empathy in problem-solving processes can be a tool to disrupt higher education systems and practices.Design thinking is a framework to foster innovation, and, by its nature, innovation is about responding to change factors with creativity. In an organization, design thinking is inherently connected to organizational change and culture because the process is really about changing people to help them rally around a disruptive idea. Implementing design thinking on a campus may in itself be disruptive and require a change management process. The beauty of using design thinking is that it can also act as a framework to support organizational culture change.Design thinking approaches, with their focus on stakeholder needs (as opposed to systemic norms), collaborative solutions building, and structured empathy activities can offer a concrete tool to disrupt harmful systems of power and oppression. Design thinking as a process is not a magic solution to equity problems, though it can be a powerful tool to approach the development of solutions that can address inequity. Design thinking is data-driven and considers both qualitative and quantitative data as necessary to gain most complete picture of an issue and its possible solutions, whether a product, program, or service.Design thinking has numerous benefits to afford students affairs. Chapter 1 outlines a case for design thinking in student affairs. Chapter 2 discusses a brief history of design thinking, noting its germination and evolution to current practice. Chapter 3 provides a detailed description of each step of the design thinking model with pertinent examples to make the steps clearer. Chapter 4 explains the intersection of equity and design thinking while chapter 5 explores the use of design thinking for organizational change. Chapter 6 presents a new model for design thinking assessment. Chapter 7 addresses the challenges and limitations of the process. Chapter 8 concludes the book by discussing the alignment of design thinking and student affairs and outlining next steps.Design thinking is an innovative process that can change the way higher education and student affairs operates, realizing the potential it offers. |
| design thinking for higher education: Applying Design Thinking to the Measurement of Experiential Learning Peck, Adam, DeSawal, Danielle, 2021-06-25 In the field of student affairs, many are rethinking the value of a wide variety of traditional aspects associated with the student experience. Recent commentary has questioned whether students should attend college that has an all-inclusive tuition, focused primarily upon academic and support services. Given the need for changes the COVID-19 pandemic has created, it is imperative to question whether this kind of academic package is ideal for the future of higher education. As issues surrounding the traditional aspects of the student experience continue to develop, research has begun to focus on how student learning and awareness can be improved, specifically within the principles of design thinking. Applying Design Thinking to the Measurement of Experiential Learning is a forward-thinking and innovative look at assessment and design conditions that promote student learning. It proposes new models for education, conditions for student learning, and student learning assessment using design thinking and experiential learning. These topics include adjustments to curriculum, integrated learning environments, student success and student affairs, campus-wide design thinking, and testing assessments. This book is valuable for senior leaders in the field of student affairs, student affairs assessment professionals and faculty teaching in higher education programs, practitioners, researchers, academicians, and students interested in how the principles of design thinking can be applied to higher education. |
| design thinking for higher education: Design Thinking in Schools John B. Nash, 2019 School innovation expert John B. Nash demonstrates how design thinking can be adapted successfully by busy school leaders seeking student-centered solutions to a range of challenges. Based on a decade of work teaching school leaders nationally and internationally, Design Thinking in Schools shows how leaders can adopt a design thinking mindset to uncover problems and harness the ideas and energy of students and other stakeholders to create unique, effective solutions within a single semester or school year. The book is a step-by-step guide that offers critical guidance and field‐tested tools for choosing design teams, developing prototypes, and selecting promising ideas to take to scale. It includes rich examples of educators at the elementary, middle, and high school level who have used design thinking to find creative solutions for improving student engagement, school climate, and parent-teacher conferences, among many other challenges. Nash illustrates how school leaders can use the design thinking process to access a range of student voices for a diversity of opinions and feedback on topics that better inform school change. Lively and inspiring, Design Thinking in Schools is a critical resource for school leaders seeking to leverage the untapped wealth of knowledge and experience contained within their own buildings to make schools innovative places of learning. |
| design thinking for higher education: Experiencing Design Jeanne Liedtka, Karen Hold, Jessica Eldridge, 2021-07-20 In daylong hackathons, design thinking seems deceptively easy. On the surface, it involves a set of seemingly simple activities such as gathering data, identifying insights, generating ideas, prototyping, and experimentation. But practiced at a superficial level, even great design tools don’t go deep enough to create the shifts in mindset and skillset that are required to achieve transformational impact. Going deep with design requires more than changing the activities of innovators; it involves creating the conditions that shape who they become. Individuals become design thinkers by experiencing design. Drawing on decades of researching design thinking and teaching it to people not trained in design, Jeanne Liedtka, Karen Hold, and Jessica Eldridge offer a guide for how to create these deep experiences at each stage of the design thinking journey, whether for an individual, a team, or an organization. For each experience phase, they specify the mindset shifts and competencies that need to be achieved, describe how different personality types experience different kinds of journeys, and show how to fully leverage the diversity of teams. Experiencing Design explores both the science and practicalities of design and includes two assessment instruments for individual and organizational development. Ultimately, innovators need to be someone new to create something new. This book shows you how to use design thinking to make this happen. |
| design thinking for higher education: Design Justice Sasha Costanza-Chock, 2020-03-03 An exploration of how design might be led by marginalized communities, dismantle structural inequality, and advance collective liberation and ecological survival. What is the relationship between design, power, and social justice? “Design justice” is an approach to design that is led by marginalized communities and that aims expilcitly to challenge, rather than reproduce, structural inequalities. It has emerged from a growing community of designers in various fields who work closely with social movements and community-based organizations around the world. This book explores the theory and practice of design justice, demonstrates how universalist design principles and practices erase certain groups of people—specifically, those who are intersectionally disadvantaged or multiply burdened under the matrix of domination (white supremacist heteropatriarchy, ableism, capitalism, and settler colonialism)—and invites readers to “build a better world, a world where many worlds fit; linked worlds of collective liberation and ecological sustainability.” Along the way, the book documents a multitude of real-world community-led design practices, each grounded in a particular social movement. Design Justice goes beyond recent calls for design for good, user-centered design, and employment diversity in the technology and design professions; it connects design to larger struggles for collective liberation and ecological survival. |
| design thinking for higher education: Small Teaching James M. Lang, 2016-03-07 Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students. |
| design thinking for higher education: Creating Entrepreneurial Community Colleges Carrie B. Kisker, 2021-02-16 In this book, Carrie B. Kisker illustrates how community colleges can utilize design thinking to identify and evaluate entrepreneurial opportunities, and experiment with the internal changes necessary to optimize outcomes for stakeholders. Kisker outlines a process whereby college leaders can empower faculty and staff to think creatively about how to reduce their institution's dependence on state allocations in ways that are not only consistent with the college's mission and values, but also provide the greatest likelihood for institutional and student success. The book presents evidence drawn from case studies at four community colleges along with in-depth qualitative interviews with leaders, faculty, and staff who have been involved in their institution's entrepreneurial efforts. The featured colleges--Maricopa County Community Colleges (AZ), Tarrant County College (TX), North Iowa Community College, and Valencia College (FL)--all have long histories of engaging in entrepreneurial initiatives. By telling the stories of several influential community college leaders' experiences with entrepreneurialism--using design thinking as a framework for understanding their successes and failures--Kisker provides a roadmap for colleges to move beyond their historical pattern of incremental responses to external pressures, and instead begin to innovate in a creative, mission-oriented approach. |
| design thinking for higher education: Launch John Spencer, Visiting Senior Lecturer in Law John Spencer, (Mi, A. J. Juliani, 2016-05-15 Something happens in students when they define themselves as makers and inventors and creators. They discover powerful skills-problem-solving, critical thinking, and imagination-that will help them shape the world's future ... our future. If that's true, why isn't creativity a priority in more schools today? Educators John Spencer and A.J. Juliani know firsthand the challenges teachers face every day: School can be busy. Materials can be scarce. The creative process can seem confusing. Curriculum requirements can feel limiting. Those challenges too often bully creativity, pushing it to the side as an enrichment activity that gets put off or squeezed into the tiniest time block. We can do better. We must do better if we're going to prepare students for their future. LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student provides a process that can be incorporated into every class at every grade level ... even if you don't consider yourself a creative teacher. And if you dare to innovate and view creativity as an essential skill, you will empower your students to change the world-starting right now. Look, Listen, and Learn Ask Lots of Questions Understand the Problem or Process Navigate Ideas Create Highlight What's Working and Failing Are you ready to LAUNCH? |
| design thinking for higher education: Win the College Soccer Recruiting Game Steve Gans, 2022-11-20 If your child aspires to play competitive college soccer, this book is a must read.The college soccer recruiting process can be, at once, mysterious, imperfect, and frustrating. Perhaps the ultimate U.S. soccer insider, Steve Gans provides parents with a roadmap and gameplan for navigating the process from youth soccer to recruitment to a college soccer program. In this book, Steve explains each step in the college recruiting process as well as the ways that players and parents should prepare for them. Topics include:?Engaging recruiting coaches?Creating highlight videos?Selecting Identification Camps?Evaluating Showcase tournaments?Considering MLS Next (boys) or ECNL (girls) options?Weighing MLS Next vs. High School?Dealing with Recruiting Coach movement?Understanding College Draft Boards?Realizing the impact of playing out of position?Using club recruiting services?Appreciating Pros and cons of college coaches at your club?Dealing with unpredictability in the processThis book includes 7 interviews with top college coaches to help you understand the particular recruiting criteria and processes of each of them.The book begins, and is interspersed, with Steven's personal soccer journey and the recruiting challenges faced by his sons Noah and Josh. As Steve will attest, each soccer recruiting story is personal, and each player and their family should prepare for, and hopefully embrace, the journey |
| design thinking for higher education: Design Thinking Pedagogy Cara Wrigley, Genevieve Mosely, 2022-08-15 The problems facing society today are complex, multifaceted, and require crossing multiple disciplinary boundaries. As such, these problems call for interdisciplinary collaboration, including new and different combinations of skills and knowledge. Currently, tertiary education providers are not well-positioned to develop these interdisciplinary capabilities at a rate commensurate with the speed of contemporary change. This book places design thinking as the catalyst to create change in the tertiary education sector and to build interdisciplinary skill sets that are required for the graduate of the future. By presenting a series of case studies and drawing on global experts in the field, this book investigates pedagogical approaches, disciplinary facilitation practice, curriculum integration, and a framework for understanding design thinking pedagogy within tertiary education. Focusing on how educational institutions can produce innovative graduates with the ability to traverse disciplinary constraints, this book will be essential reading for research students, academics, and industry practitioners. |
| design thinking for higher education: Building Excellence in Higher Education Arnoud De Meyer, Jovina Ang, 2021 Written by Arnoud de Meyer, widely regarded as one of the pre-eminent management educators and leaders in higher education, the book takes Singapore as an in-depth case study of how to build a system of higher education. |
Design Thinking in Higher Education: Opportunities and …
As a pedagogy, design thinking (DT) gives students opportunities to investigate complex situations and design solutions in response to real-world issues.
Winter_2018_design_thinking_for_higher_education.pdf
the design logic that has pre-vailed in higher education can sometimes encourage unifor-mity and discourages innova-tion. From the number of books in libraries to the number of hours that …
Using design thinking for interdisciplinary curriculum design …
It combines “design thinking” and “design practice”, allowing students to explore and solve real-life problems through reflective learning processes and hands-on
HGSE Teaching and Learning Lab
Design Thinking Education In fields of design, there exists a vocabulary, shared mindset, and toolkit of strategies for understanding challenges and building innovative solutions.
Fostering Student Participation with Design Thinking in …
In this reflective article, we describe our experiences using Design Thinking (DT) to increase student participation and challenge the standard roles and ways of working in Higher …
Design Thinking in Management and Higher Education
We then move on to explaining how this concept is useful in higher education and management studies and provide some information on the techniques and tools that students can use in …
Design thinking as an active teaching methodology in higher …
In response to this question, this systematic review seeks to explore how the DT is used in higher education to develop skills such as problem solving, critical thinking and the ability to work in …
Impact of design thinking in higher education: a multi-actor
In this study, we assessed the impact of a compulsory first-year course called ‘Analy-sis and Problem Solving’ in an Ecuadorian University. In this compulsory course stu-dents learn how …
DESIGN THINKING: A PRACTICAL GUIDE - UMCS
Overall, the project considers that design thinking will enhance the level of interdisciplinarity among participants by improving their abilities to think in a divergent, creative and designerly …
Design for equity in higher education - TIAA
Figure 1 presents the Design for Equity in Higher Education (DEHE) model, which extends and refines design thinking and liberatory design in a number of ways.
Using Design Thinking to Solve Real-World Problems: A …
While there are many benefits to incorporating design thinking into higher education courses, there are some additional considerations for successful implementation.
Developing Design Thinking Expertise in Higher Education
This paper presents the initial stages of a PhD research project that explores how Design Thinking can be best developed, delivered and evaluated in higher education to both product …
Continuous Improvement in Higher Education The Validation …
Design thinking is a human centred, innovation-based approach that prioritises the International Journal of Innovative Business Strategies (IJIBS), Volume 10, Issue 2, 2024
Design thinking teaching and learning in higher education
Understanding how DT is taught and experienced within higher education can help schools promote student learning and align their training pro-grams with professional, personal, and …
Teaching Design Thinking through Gamified Learning
This paper introduces the design and implementation of active learning digital services supported by gamification principles in learning contexts that facilitate the introduction of design thinking …
Design for Equity in Higher Education
We contribute to the conceptualization of liberatory design thinking in organizational contexts such as higher education by integrating policymaking explicitly into the model and locating equity …
DESIGN THINKING APPLIED IN HIGHER EDUCATION
The D-Think - Design Thinking Applied to Education and Training project was conceived to answer the above identified specific challenges that the EU and the world are facing nowadays.
Design and Design Thinking in Business and Management …
Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to …
THE POTENTIAL OF DESIGN THINKING TO ENABLE CHANGE …
The article will present Design Thinking as a methodology for encouraging interdisciplinary collaboration and creative problem finding and solving to address some challenges facing the …
DESIGN THINKING: A METHODOLOGY TOWARDS …
This short paper explores the potential contribution of design thinking methodology to the education and training system in South Africa. Design thinking is slowly gaining traction in …
Design Thinking in Higher Education: Opportunities and …
As a pedagogy, design thinking (DT) gives students opportunities to investigate complex situations and design solutions in response to real-world issues.
Winter_2018_design_thinking_for_higher_education.pdf
the design logic that has pre-vailed in higher education can sometimes encourage unifor-mity and discourages innova-tion. From the number of books in libraries to the number of hours that …
Using design thinking for interdisciplinary curriculum design …
It combines “design thinking” and “design practice”, allowing students to explore and solve real-life problems through reflective learning processes and hands-on
HGSE Teaching and Learning Lab
Design Thinking Education In fields of design, there exists a vocabulary, shared mindset, and toolkit of strategies for understanding challenges and building innovative solutions.
Fostering Student Participation with Design Thinking in …
In this reflective article, we describe our experiences using Design Thinking (DT) to increase student participation and challenge the standard roles and ways of working in Higher …
Design Thinking in Management and Higher Education
We then move on to explaining how this concept is useful in higher education and management studies and provide some information on the techniques and tools that students can use in …
Design thinking as an active teaching methodology in higher …
In response to this question, this systematic review seeks to explore how the DT is used in higher education to develop skills such as problem solving, critical thinking and the ability to work in …
Impact of design thinking in higher education: a multi-actor
In this study, we assessed the impact of a compulsory first-year course called ‘Analy-sis and Problem Solving’ in an Ecuadorian University. In this compulsory course stu-dents learn how …
DESIGN THINKING: A PRACTICAL GUIDE - UMCS
Overall, the project considers that design thinking will enhance the level of interdisciplinarity among participants by improving their abilities to think in a divergent, creative and designerly …
Design for equity in higher education - TIAA
Figure 1 presents the Design for Equity in Higher Education (DEHE) model, which extends and refines design thinking and liberatory design in a number of ways.
Using Design Thinking to Solve Real-World Problems: A …
While there are many benefits to incorporating design thinking into higher education courses, there are some additional considerations for successful implementation.
Developing Design Thinking Expertise in Higher Education
This paper presents the initial stages of a PhD research project that explores how Design Thinking can be best developed, delivered and evaluated in higher education to both product …
Continuous Improvement in Higher Education The Validation …
Design thinking is a human centred, innovation-based approach that prioritises the International Journal of Innovative Business Strategies (IJIBS), Volume 10, Issue 2, 2024
Design thinking teaching and learning in higher education
Understanding how DT is taught and experienced within higher education can help schools promote student learning and align their training pro-grams with professional, personal, and …
Teaching Design Thinking through Gamified Learning
This paper introduces the design and implementation of active learning digital services supported by gamification principles in learning contexts that facilitate the introduction of design thinking …
Design for Equity in Higher Education
We contribute to the conceptualization of liberatory design thinking in organizational contexts such as higher education by integrating policymaking explicitly into the model and locating equity …
DESIGN THINKING APPLIED IN HIGHER EDUCATION
The D-Think - Design Thinking Applied to Education and Training project was conceived to answer the above identified specific challenges that the EU and the world are facing nowadays.
Design and Design Thinking in Business and Management …
Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to …
THE POTENTIAL OF DESIGN THINKING TO ENABLE …
The article will present Design Thinking as a methodology for encouraging interdisciplinary collaboration and creative problem finding and solving to address some challenges facing the …
DESIGN THINKING: A METHODOLOGY TOWARDS …
This short paper explores the potential contribution of design thinking methodology to the education and training system in South Africa. Design thinking is slowly gaining traction in …
