Abstract
Background: Our instructional team at the The University of North Carolina at Chapel Hill led an innovative project that used IDEO.org's design thinking process to create a brand-new interdisciplinary graduate course, housed in the school of public health, titled Design Thinking for the Public Good. We offer our course design process as a case study of the use of design thinking for course design.Methods: We collected data and generated insights through a variety of inspiration, ideation, and implementation design thinking methods alongside members of our three stakeholder groups: (1) faculty who teach or have taught courses related to design thinking at our higher education institution; (2) design thinking experts at ours and other institutions and outside of higher education; and (3) graduate students at our institution.Results: We learned that interdisciplinary design thinking courses should include growth-oriented reflection, explicit group work skills, and content with a real-world application.Conclusions: Our course design process and findings can be replicated to design courses regardless of area of study, level, or format.
Highlights
FOR THE EDUCATIONAL ACTIVITY INNOVATIONThe purpose of this case study is to describe our design thinking approach for course development and provide sufficient detail so that other educators can learn from our experience and replicate or adapt this process for their own course development projects
Course Development Utilizing Design Thinking focus and patient and provider needs found that design thinking has promising implications for the acceptability and effectiveness of health care intervention development, implementation, and dissemination because patients and providers are actively engaged in an iterative design process [5]
This project’s goal was to create a new Design Thinking for the Public Good course for graduate students at the The University of North Carolina at Chapel Hill (UNC-CH) which would serve as the core course for a new, interdisciplinary Innovation for the Public Good graduate certificate
Summary
BACKGROUND AND RATIONALE FOR THE EDUCATIONAL ACTIVITY INNOVATIONThe purpose of this case study is to describe our design thinking approach for course development and provide sufficient detail so that other educators can learn from our experience and replicate or adapt this process for their own course development projects. Course Development Utilizing Design Thinking focus and patient and provider needs found that design thinking has promising implications for the acceptability and effectiveness of health care intervention development, implementation, and dissemination because patients and providers are actively engaged in an iterative design process [5] This project’s goal was to create a new Design Thinking for the Public Good course for graduate students at the The University of North Carolina at Chapel Hill (UNC-CH) which would serve as the core course for a new, interdisciplinary Innovation for the Public Good graduate certificate. We offer our course design process as a case study of the use of design thinking for course design
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