This document provides instructions for setting up stations and activities for a teaching team. It outlines dividing into pairs to interview each other, then focusing on defining perspectives about a problem by filling in blanks about an interesting person, something surprising about them, and their unmet needs. The challenge is to design extracurricular solutions that empower students to play a key role in sustaining the Stanford Educational Farm. Participants are guided through an exercise to fill in these blanks about a "foodie farm volunteer and aspiring chef" to develop their point of view.

1. Teaching Team:
Set up 2 whiteboards per station.
Set up whiteboard for lecturette. Side 1: #
to post-it color, Side 2: need/solution
matrix

2. Divide into pairs.
Interview each other about a recent
trip/travel experience (5 min each).

3. A surprising detail about this trip was __________.
I wonder if this means __________?
So the moral of the story is _________.

4. Grab a writing utensil and one each of the
4, differently colored post-its.

6. DEFINE a unique and interesting
perspective about the
problem/opportunity.
This is your point of view (POV).

7. OUR CHALLENGE/OPPORTUNITY
To design extracurricular solutions that
empower students to play a key role in
sustaining the operation and productivity
of the Stanford Educational Farm.

8. A POV includes:
1. An interesting and compelling person
(user) composite or individual
2. A surprising or insightful thing about that
person (often inferred)
3. An unmet need of that person (inferred)

9. EMBRACE VIDEO

10. A POV includes:
1. An interesting and compelling person
(user) composite or individual))
2. A surprising or insightful thing about that
person (often inferred)
3. An unmet need of that person (inferred)

11. POV informs your prototypes.
Testing prototypes informs
your POV.

12. POV: Fill in the Blank
1. We met ____ (an interesting and
compelling person)
2. We were surprised to learn ____
(something interesting/insightful about
that person)
3. It seems like he/she/they need(s) ____

13. We met ____ (vivid, contextual
description).
Ex.1:
We met an undergraduate farm
volunteer.
Ex.2:
We met a foodie farm volunteer and
aspiring chef.

14. We were surprised to learn ____
Ex.1:
He loves cooking, but couldn’t identify
any plants.
Ex.2:
He had never been to a farm before.

15. It seems like he needs ____

19. We met a foodie farm volunteer and aspiring
chef.
We were surprised to learn he loves
cooking, but couldn’t identify any plants.
It seems like he need(s) ____

20. Ex.1:
To find the yin of growing food to
complement the yang of cooking food.
Ex.2:
A way to think of farming as a part of
cooking.
Ex.3:
A plant identification app.

21. It seems like he needs a way to think of
farming as a part of cooking.

22. We met a foodie farm volunteer and aspiring
chef.
We were surprised to learn he loves
cooking, but couldn’t identify any plants.
It seems like he needs a way to think of
farming as a part of cooking.

23. Now we play…

24. POV: Fill in the Blank
5 mins
We met ____ (vivid, contextual description)

25. POV: Fill in the Blank
15 mins
Use your 2x2s to converge on TWO
surprising/interesting/insightful things about
your user.
We were surprised to learn ____

26. POV: Fill in the Blank
10 mins
A. Choose one
surprising/interesting/insightful thing
B. (DEMO) On Post-Its, INFER social,
emotional, and psychological needs
It seems like he/she/they need(s) ____

27. POV: Fill in the Blank
10 mins
A. Move on to the other
surprising/interesting/insightful thing
B. INFER social, emotional, and
psychological needs
It seems like he/she/they need(s) ____

28. Group your needs:
10 mins

29. Saturday Field Trip
noon @ Tresidder
Erik: 650-388-8854
Sarah: 240-498-7739