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Mapping the Terrain of Design Thinking: Pedagogies & Outcomes

From Proceedings of Relating Systems Thinking and Design (RSD9) 2020 Symposium. National Institute of Design, Ahmedabad, India, October 9-17, 2020.

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Mapping the Terrain of
Design Thinking
Pedagogies & Outcomes
RSD9 2020
Danielle Lake
Director of Design Thinking &
Associate Professor
Center for Design Thinking
Wen Guo, Ph.D.
Research Catalyst &
Assistant Professor
Arts Administration
Interview Results
Research Question
How might
design and systems thinking
catalyze
inclusive, participatory, project-based
pedagogies that yield valued outcomes
across higher education?
Reflexive
Relational
Embodied
Iterative
Viable
Builds capacities
Dedisciplined
Design Thinking?!
Systems thinking
helps identify the
interdependent and
interconnected agents with
a shared goal or perspective
within systems (Buchanan.
2019)
Design thinking
offers a micro-level
perspective on the
behaviors and dynamics of
change agents (Lewis et al.
2019; McIntyre-Mills, J.
2010).
Uniting ST-based Leadership and DT-based Community
of Practice through Action Research: Theory
Service Ecosystem Design
Collective Awareness Collective Change
Individual Awareness Individual Change
Vink, J., Wetter-edman, K. & Koskela-Huotari. Designerly Approaches for
Shaping Social Structures. Proceedings of Relating Systems Thinking and
Design. RSD8 Symposium, Chicago, 2019.
Service Ecosystem Design
Institutional Context
● Mid-sized, private
● Liberal arts, Southern U.S.
● Leader in global, experiential ed
● DT Initiative
● 4 years later
Institutional Context
2016
Launch 2017-18
Studio
Curricular Pilots
2019
Director
Catalyst Team
120 + 2k students

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Mapping the Terrain of Design Thinking: Pedagogies & Outcomes

  • 1. Mapping the Terrain of Design Thinking Pedagogies & Outcomes RSD9 2020 Danielle Lake Director of Design Thinking & Associate Professor Center for Design Thinking Wen Guo, Ph.D. Research Catalyst & Assistant Professor Arts Administration
  • 2. Interview Results Research Question How might design and systems thinking catalyze inclusive, participatory, project-based pedagogies that yield valued outcomes across higher education?
  • 4. Systems thinking helps identify the interdependent and interconnected agents with a shared goal or perspective within systems (Buchanan. 2019) Design thinking offers a micro-level perspective on the behaviors and dynamics of change agents (Lewis et al. 2019; McIntyre-Mills, J. 2010). Uniting ST-based Leadership and DT-based Community of Practice through Action Research: Theory
  • 5. Service Ecosystem Design Collective Awareness Collective Change Individual Awareness Individual Change Vink, J., Wetter-edman, K. & Koskela-Huotari. Designerly Approaches for Shaping Social Structures. Proceedings of Relating Systems Thinking and Design. RSD8 Symposium, Chicago, 2019. Service Ecosystem Design
  • 6. Institutional Context ● Mid-sized, private ● Liberal arts, Southern U.S. ● Leader in global, experiential ed ● DT Initiative ● 4 years later Institutional Context 2016 Launch 2017-18 Studio Curricular Pilots 2019 Director Catalyst Team 120 + 2k students
  • 7. Elon By Design Our Vision Elon by Design sparks and sustains intentional pathways designed to resiliently address wicked problems and generate value for students, faculty, staff, as well as local and global communities. The Center for Design Thinking operates as a nexus for designerly approaches to living and learning, as a radically collaborative, boundary- spanning organization. 7 7 Elon By Design
  • 8. Center for Design Thinking Experiential Learning Infuse practical design thinking learning opportunities via workshops, programs, courses, research opportunities, internships and global experiences. Capacity Foster the ability and confidence to respond to wicked problems with design thinking processes, methods and mindsets as they shape purposeful, impactful lives. Real World Projects Support and enhance a cross- sector, global practitioner network with projects where participants develop design thinking skills.. We are enhancing... 8 8 Center for Design Thinking
  • 9. Align initiatives across departments, academic centers, student organizations, and community organizations C4C… The Coalition for Change
  • 10. Ecosystem Mapping 1. Practices 2.Outcomes 35 Courses & Programs Model for a 2020-2025 cross- institutional study Elon, Duke, NC State, and UNC Ecosystem Mapping
  • 11. Vision of the Center 1. From cross- to De- discipline 2. ST & DT: from coalition to community of practice 3. How do we know if the “system” works and to what end it works? Situating Systems Thinking and Design Thinking
  • 12. Participatory Action Research Lake, D. & Wendland, J. (2018). Practical, epistemological, and ethical challenges of participatory action research: A cross-disciplinary review of the literature. Journal of Higher Education, Outreach, and Engagement, 11-42. Participatory Action Research
  • 13. 9 Practices: “Create prototypes of ideas.” 45 Outcomes: “Enhance ability to pivot.” Course Descriptors: “Explicit reference to DT in objectives?” Survey Aims Definitions Challenges Benefits Stories Resources Interview Mixed-Method Empirical Research
  • 14. Center for Design Thinking Ecosystem Study Participants Engineering Environmental Studies Leadership Studies Entrepreneurship Physician Assistant Studies Periclean Scholars Human Service Studies Studies Masters of Higher Ed Education Participants
  • 16. Practices and Outcomes Relationships Ethnography Outcome: Expanding relationships & resources r(31) = -.47 p=.003 Design Criteria Outcome: Trust building r(31) = -.31 p=.044
  • 18. Discipline-led Perception of DT Two themes regarding how DT is defined across disciplines: similarity and differences. Divergent Integration Three themes regarding class activities, benefits, and disciplinary lens. Teaching and learning needs Students’ resistance, class/academic structure, timing, and assessment Qualitative Findings
  • 19. Accessible & emergent process for problem- framing and solving across disciplines. Disciplinary lenses heavily influenced perceptions. Discipline-led Perception of DT: two themes
  • 20. Disciplinary Lens - Faculty View DT Based on Discipline Discipline-led Perception of DT: accessible & emergent process of problem-framing and solving Professional School Professor “So my understanding is it's loosely similar to our design approach but it's more founded in human centeredness.” Humanities Professor “A lot of what you do in the design center has overlapping layers with what I am already doing in the classroom.” Social Science Professor “The process and the steps are very much similar to what we do with research all the time right? … it's a little more of a personal lens. As opposed being theoretical.”
  • 21. Disciplinary Lens - Faculty View DT Based on Discipline Discipline-led Perception of DT: Discipline lens Humanities Professor “The prototype aspect is when they are starting to ask their questions and starting to do their field work”. Professional School Professor ““Develop tentative solutions & strategies that you test out in small scale, low stakes ways to get a sense of their feasibility and then use that emerging data to drive the next wave of thinking and planning .” Social Science Professor “We call it piloting instead of prototyping because in my world (and I'm using my social work world) that's the hat”
  • 22. Similar Challenges & Concerns Divergent Integration Themes The divergent integration includes the three types of class activities: ● 1. Project planning and acceleration ● 2. Game playing elements; ● 3. Group discussion Similar benefits with discipline-focused students’ impact: failure Levels of DT users: beginners, intermediate, experience, and implied
  • 23. Teaching & Learning Challenges Beginner Intermediate user Experienced user Implicit Students resistance Students resistance Students resistance Students resistance Timing Timing Timing Timing Traditional academic structure Traditional academic structure Traditional academic structure Traditional academic structure Assessment Assessment Assessment Assessment
  • 24. Similar Challenges & Concerns Teaching & Learning Needs Resources Beginner Intermediate user Experienced user Implicit Community support (training and network) X X X X Financial support X X X Physical space X X Opportunity for students X X
  • 27. References Costanza-Chock, S. (2020). Design Justice: Community-led Practices to Build the Worlds We Need. Cambridge: MIT Press. Escobar, A. (2017). Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds. Duke University Press - Designs for the Pluriverse. Lake, D., Lehman, M. and Chamberlain, L. (2019). Engaging Through DT: Catalyzing Integration, Iteration, Innovation, and Implementation. eJournal of Public Affairs, 8(1). Lake, D., Mileva, G., Carpenter, H., Carr, D., Lancaster, P. and Yarbrough, T. (2017). Shifting Engagement Efforts Through Disciplinary Departments: A Mistake or a Starting Point? A Cross-Institutional, Multi-Department Analysis. Journal of Higher Education Outreach and Engagement, 21(3), 135–164. Lake, D., Mileva, G. and RaBourn, K. (2019). Catalyzing Cultural Change Through Engaged Department Cohorts: Overcoming the One-and-Done Model. Journal of Community Engagement and Scholarship, 12(1), 41–53. Lake, D., Ricco, M. and Whipps, J. (2018). DT Accelerated Leadership: Transforming Self, Transforming Community. The Journal of General Education, 65(34), 159–177. Liedtke, J. and Bahr, K.J. (2017). Evaluating the Impact of DT in Action. Academy of Management Proceedings, 2017(1). Liedtke, J., Hold, K. and Eldridge, J. (2020). The Innovator’s Journey: How Design Shapes Us as We Shape Designs. UVA Darden Graduate School of Business. Wrigley, C. and Straker, K. (2017). DT pedagogy: the Educational Design Ladder. Innovations in Education and Teaching International, 54(4), 374–385.
  • 28. Book Series with Peter Lang Series “Schooling is not one thing. It is an “assemblage of machines” and, because of this, its “machinery” can be subverted in many ways” La Paperson xiv Higher Education and Civic Democratic Engagement: Exploring Impact Book ideas? Proposals? Email: dlake@elon.edu {Re}imagine. {Re}volution
  • 29. Design Forge For: Educators, practitioners and thought leaders About: a topic of interest to higher education, Why: strengthen collaboration in the design thinking community & search for new opportunities for design thinking to enhance student learning 2018 — DT project-based learning 2019 — learn and teach service design 2020 — student wellbeing and wellness 2021 — Place-making
  • 30. es What might we do together? Opportunities What might we each do to move forward?
  • 31. What might we do together? es Opportunities What might we each do to move forward?
  • 32. Small is good, small is all. Change is constant. Move at the speed of trust. What you pay attention to grows. es Emergent Strategy
  • 33. Sustain engagement across borders Critical hope in the face of the tragic Radical Imaginaries Relational Meliorism es Strategies
  • 34. Thank you! Contact Us: Danielle Lake dlake@elon.edu http://works.bepress.com/danielle_lake/ Wen Guo wguo2@elon.edu Facebook: Elon By Design Instagram: @elonbydesign Website: elon.edu/i/elon-by-design/