Design Thinking & Its Connection to Higher Education: Specifically Partnerships

Project Brief

  • Identify, research, and write an essay paper on a design issue of interest.

  • Prepare and submit for review a topic proposal, bibliography and outline prior to crafting your ‘argument’ in written form.

Approach

To Examine The Use of Design Thinking in a Post-Secondary Context. How is it currently being used?

Leading Questions:

  •  What is Co-Design?

  • What is Fourth-Order Design

  • How is design “thinking” currently used in Post Secondary Institutions? (in regards to curriculum)

  • What is a SaPP?

  • How does SaPP not “truly” fit the definition of co-design? & How does this program fulfil certain parts of co-design theory?

  • Does this thinking benefit both the students and the academic institutions?

Outcomes

The examination of Student as Partners Programs at both University of British Columbia & University of Carleton. The overlap between theories in Education/Partnership and Design Thinking.

Deliverables: Presentation & Research Paper

Background with Complex Curriculum 

Before this project, I had some knowledge of innovative curriculum design in primary education, for example, with the cross-disciplinary projects at Michael Strembitsky (K-9) School. Where there would be projects such as developing a GMO, students would need to do scientific research in science class, develop a poster in language arts, argue ethics in social studies, and have translations in french. This project would be applicable to all classes and promote a holistic approach to learning. An approach that is essential to understanding the real world.

Design in Post Secondary 

My learning experience with post-secondary education is extremely valuable. I have learned not only about new and important topics but also how to problem-solve. The Bachelor of Design program at the University of Alberta is very good at developing your critical thinking skills. It is unique in that students have a lot of autonomy and, in a lot of ways, are leading the direction of projects. However, I wanted to learn more about if other faculties were able to create the same sort of learning within their programs. 

“Do Students Use Design Thinking Outside of the Design Field?”

In this project, I attempt to answer this question at least partially.

What is Design Thinking?

For the purposes of this project, design thinking is defined under two terms: 

Co-Design and Fourth-Order Design. 

Topics in Post-Secondary Learning

The design topics are contrasted with two learning concepts in post-secondary learning.

Barnett’s Being and Transformational Learning.

First Hand Research

It took a lot of work to know where to start on this research. Departments and fields do not generally share terms. Therefore, in education, I needed to find synonyms for these terms: Fouth-Order Design and Co-Design.

Student Partnership had many similarities to design concepts. From my research, I found three Canadian universities to be implementing programs under the Student Partner Programs (or SaPP for short). These were McMasters, British Columbia, and Carleton University.

I decided to interview participants of these programs. I was lucky enough to speak with Dr. Roselynn Verwood (the strategist for the University of British Columbia's Student Partner Fund) and Jenelle Balote (a Student Partner from Carleton University).

What is SaPP?

Students as Partners Programs can be defined as the bringing together of students and faculty under a partnership agreement. This “partnership involves partners bringing different but equally valued perspectives and knowledge to discussions” (Boville et al., 2014, p.2). The partnerships may focus on many learning and teaching areas and can look different depending on disciplinary and institutional context. (Boville et al.,  2014, p.1). This definition can be used to define partnerships within the context of higher education.

Questions for Jenelle

  • Could you please take me through your academic career at Carleton? Eg: mentioning your faculty, current/previous programs, and year of study.

  • How did you learn about the Students as Partners Program? What drew you to it?

  • What did your experience with the program look like? Was it a single course, work experience, or credits?

  • How were you involved in its co-design? Did you have a say over the curriculum, assignments, rubrics, and expected outcomes?

  • With this involvement, did you better understand the courses/programs’ requirements, criteria, and content?

  • Relating to your other experiences within your studies, how would you say the Students as Partners Program held up? Did it enrich your learning experience?

  • How was your connection to the content of the program impacted? Did you feel more inclined to be involved and engaged?

  • If anything, what have you taken away from this program? Would you recommend it to someone else?

Janelle’s Response:

“You get what you give.”

“Going into [these programs as a student], you need to be firm with what your expectations are and what you want out of the program,”

Janelle explained that she had to seek out this program. It had been introduced to her by faculty. However, she had to seek out a professor to work with, complete the application for the fund, and complete many other documents.

Roselynn’s Response:

“In an ideal world... faculty [hears] students’ voices and can act on these voices in a good way,”

“Students are the experts of the learning experience,”

Roselynn also pointed out the ethical concerns with true “co-design” in the post-secondary curriculum. It could be challenging to have students working on the curriculum while simultaneously taking it. However, the concept is being played with.

The takeaway

In both interviews, participants needed to be voluntary. The people involved in these programs needed to be excited about them for them to be beneficial.

Note: for access to the complete essay, please get in touch. See contact information in the footer.

Did I Find the Answer to “Do Students Use Design Thinking Outside of the Design Field?”

Yes, of course, students do use design thinking in other faculties. The ideas are just hidden under different terminology—this type of thinking. It is incredibly beneficial. However, it is trickier than it seems to implement because of ethical and participatory concerns. Ultimately, I believe the concepts within design thinking are worth their barriers to entry.

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