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Bringingdesignthinkingtoachangemakercampusandcommunity:

Pathwaystolearningdesignthinkingforsocialchange

TheexperiencesofTulaneUniversity’sSocialInnovationandSocialEntrepreneurship(SISE)programandthePhyllisM.TaylorCenterforSocial

InnovationandDesignThinking

TaylorProvocationsSeries#1,July2018Authors:LauraMurphyandMailleFaughnan

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AbouttheTaylorProvocationsSeriesThisdocumentis#1inaseriesofmonographs,workingpapers,extendedessaysandotherworksonsocialinnovationanddesignthinkingproducedbyTaylorstaff,fellows,professors,andstudents.Theaimoftheseriesistoprovokethinkingandconversationarounddesignthinking,socialinnovation,changemakingeducationandrelatedthemes.Pleasegetintouchifyouhaveanideaforaprovocation.AbouttheTaylorCenterThePhyllisM.TaylorCenterforSocialInnovationandDesignThinking(TAYLOR)wasfoundedin2014atTulaneUniversitywithsupportfromlocal,LouisiananativePhyllisM.Taylor.Thankstoherphilanthropy,thecenterembracedarangeofcurricular,co-curricularandotherprograms.Thesestartedasearlyas2009,aimingtospreadsocialentrepreneurshipandchangemakingoncampus.UndertheTaylorumbrellalietheSISE(socialinnovationandsocialentrepreneurship)minor,Fast48bootcamp,TaylorYourLifecourses,theChangemakerInstitute,majorSpeakerevents,studentscholarships,communitypartnerships,andcampus-widecohortsofProfessorsofSocialEntrepreneurship.Earlyon,designthinkingwasenvisionedasanessentialskillsetforanyoneseekingtobeachangemaker.Asaresearchuniversity(andwithTaylorbeingauniversity-widecenter)weencouragescholarlyandacademicresearchondesignthinkingforsocialimpact,whichincludescriticalperspectives,concerns,andlimits,fromwithinanyandacrossdisciplines.PurposeofthisPaperWebelievethatdesignthinkingisanessentialtoolinanychangemaker’stoolkit.Suchatoolkitisnecessarytopreparegraduates—andourcampuscommunitiesgenerally—tobebetterequippedtodealwithcomplex21stcenturychallengesandopportunities.Theaimsofthisdocumentarethustoshareourexperiencesinbringingdesignthinkingeducationtocampusandtopromotediscussionaroundeffectiveteachingofdesignthinkingtopromotechangemaking.Wedescribehow,whenandwhyweintroduceddesignthinkingatTulanearound2011/2.Wesharethelearningexperiencesweofferforvariedaudiences.Wehopetopromoteconstructivedialogueaboutthepurposesofintegratingdesigneducationwithinhighereducationsoastoreachthelaydesigner,i.e.,individualsusingdesignprinciplesbutnotseekingaprofessionaldesigncareer.Wearemakingthecaseforintegratingdesign“thinking”intocontemporaryliberalartsundergraduateeducationandintohighereducationasbothausefulpedagogyandasachangemakingpracticeandskillset.Weshareourexperiences,questions,andtheoreticalframeworksinthespiritofbuildingacommunityoftransformationalpractice.Wehopethismightleadtobetterteachingandlearning,researchandscholarship,andsocialimpact.AcknowledgementsThismonographbuildsonhands-onexperienceofmanyindividualsoverseveralyearsatTulaneindevelopingthesocialinnovationprogram,andlearningfromothercampuses,organizations,andeducators(bypracticeandreadingandAshokaUExchangeconferences.Weappreciatethenumerousstudents,faculty,staff,andotherswhohelpedlaunchtheFast48bootcampin2013andcontinuetorefineit.Weappreciatethosewhoparticipatedintheearly“crashcourse”workshopstoreachbeyondclassroomsthatledtoDT&Donutsseries.ThankstoseveralFast48communitypartners:PlayBuild,GrowDatYouthFarm,andBroadmoorDC.Welearnedfromstudents,TAsandinstructorsintheSISE3010designthinkingclass(includingtheauthors,plusAnnYoachim,AllisonSchiller,andJordanStewartandTAs);aswellastheadvancedprototypingclassesandSocialEntrepreneurshipProfessors,especiallyLarsGilbertsonandMarcelladelSignore.Wenoticedthedemandforcustomfacilitationandtraining/instructionfromcampusandcommunityorganizations,whichhasstretchedourthinkingtomeetnewaudiences.SpecialthanksareowedtoourdesignthinkingstudentfellowsTanoTrachtenberg(firstcohort),andKristenHillandJavierGonzalez(secondcohort)whodevelopedworksheetsandmaterials.ThirdcohortDTfellowsPiperSerra,SueChoi,JohnAlexander,andAnnikaSchneiderextendedandenrichedthedesignjamsandactivities.Participantsfeaturedinthelearningprofileshavetaughtusbyaskinggoodquestionsandtakingdesignthinkingintotheirworlds.

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ExecutiveSummaryPurposeandaudiences

1. Thispaper,thefirstinanew“TaylorProvocation”seriesofmonographs,describesthe“what,why,how,andforwhom”behinddesignthinkingeducationatTulane(andingreaterNewOrleansandourcommunity).

2. Ouraudiencesforthispaperare(1)colleaguesandstudentsatTulaneandotherAshokaUchangemakeruniversitycampuseswhohaveaskedusforourexperiencesovertheyears,our(2)affiliatedorganizationand/partnersinvolvedinchange-making,aswellas(3)othersinterestedinandalreadyteachingdesignthinkingforsocialimpactinhighereducation.

3. Wedocumentthespecificcontext,pedagogicalapproachand“pathways”oflearningforourcommunity.Wehopetocommunicatethevalueofhuman-centereddesigneducationforthepublictopromotepositivesocialchangemaking.

4. Weaimtostimulatedialogueabouthowtoteachdesignthinking,whyandforwhom.Part1:Background,definitionsandcontext

1. DesignthinkingeducationstartedaspartofTulane’spost-Katrinaresponseanduniversity-widesocialinnovationandsocialentrepreneurship(SISE)academicprogramservingstudentsandthelargergoalof“cultivatingchangemakers”.

2. Changemakersarepeoplewithhumility,integrity,andknowledgewhocanusetheirskills,expertise,gifts,andpowerinawaythatcreatespositivesocialchangeandaffirmsthehumanityofallpeople.Changemakershavethefreedom,confidenceandsocietalsupporttoaddressanysocialproblemanddrivechange.ThisdefinitionreflectsthemissionofAshoka.organdAshokaU.org,focusedonhighereducation.Weteachdesignthinking(DT)asahuman-centeredapproachtounderstandingproblems,workingwithpeople,andgeneratingsocialinnovations(novelandrelevantsolutionstopersistentsocialproblems).

3. Wedrawfromdesigners’toolkitstohelppeoplebuildtheirempathy,humility,creativeconfidenceandotherskillstoequipchangemakerstobetteraddresscompellingsocialneedswithhuman-centeredapproaches(vs.thosethatmightbemoretechnology/gadget-centeredorfinancialprofit-oriented).Designthinking(DT)referstothisrecognizedprocessforproblem-solvingandapackageofhumancapabilities,mindsets,methodsandtechniques(seeIDEO.organdd.school).

4. ThesocialandinstitutionalcontextfortheSISEprogramanddesignthinkingwasthereorganizationofTulaneUniversityafterHurricaneKatrinaaroundthevaluesofcommunity-engagementandservicelearning,ledbythenTulanepresidentScottCowen.TheSISEminorisanextensionofthiscommitmenttocommunity-engagedlearning,researchandpractice.Goingforward,thiscontextischanging,andtheprogramswilladapt.Socialinnovationanddesignthinkingtrainingserveothersonandoffthecampus.

5. Co-curricularactivitiesatTulanelaunchedin2009andouracademicprogramin2012.Theoriginalundergraduatecoursein“Designthinkingforcollective(social)impact”wasfirsttaughtspring2013asarequiredcorecourseintheundergraduateminorinSocialInnovationandSocialEntrepreneurship(SISE).TheDTcoursesharesthetheoryandpracticeofhuman-centereddesignthroughreadingsandhands-onexperiencewithrealproblems(onoroffcampus).OtherSISEcorecoursesteachsystems-thinking,systemsleadership,businessthinking,andassociatedsocialinnovationknowledge.TheSISEminorisopentoanyundergraduatestudent/majorfromanydiscipline.

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6. OurchangemakingeducationislinkedtotheAshokaUnetworkofhighereducationinstitutionsinvolvedinchangemakereducationaroundtheworld.Tulaneisanactiveandlong-standingmemberoftheAshokaUChangemakerCampusnetwork.

7. Societalproblemsthatwefacecallforchangemakers.AccordingtotheAshoka.orgstanceof“everyoneachangemaker”,theworldneedsmorechangemakers,whethersocialentrepreneurs,socialintrapreneurswithinlargeinstitutions,and/oreverydaychange-makerssteppingupinhomes,communities,andworkplaces.Changemakersnoticeandhelpaddressthecomplex,wickedproblemsweface.Weofferasocialinnovation“toolkit”forChangemakerstoputintopractice.

8. Accessibilityisavalue.Changemakereducation,includingdesignthinking–isforeveryone.Anyonecanandideallyshouldbeabletocontributetosociety,despitebarriersofincome,geographyandotherdisparities,andtheseskillscanberelevanttoanyone.

9. Ourtheoryofchangetakesanecosystemapproach.Growingchangemakerscallsforasupportiveecosystem.Changemaking“seeds”areplantedandnurturedthroughinputsofenergy,information,andotherresources.Connectionsarereinforcedthroughpositivefeedback.Relationshipsarecriticaltoecosystemresilience.Weadapttoreality–thesystemandactorsco-evolve.Appreciationfordesignthinkingshouldthusreachthewidercampusandthecommunity,viaorganizations,partnerships,andinternships.Designerlyskillsandattitudessuchascreativity,hopefulness,fail-forward-fastwaysofthinkingandothersarerelevantforhome,workplace,community,andglobalsocialandenvironmentalproblems.Addressingoneareaofskillshelpsbuildcapacityforworkingelsewhere.

PartII: LearningPathways,PedagogySpirals,andProfilesofLearners1. TaylorCenterisahubfortheTulanecampusandcommunity.TaylorCenterstaffandinstructors

offercurricular,academic,andexperientiallearningindesignthinking.Audiencesvarybyage,experience,background,institutionalaffiliation,resources,andpriortraining.Assuch,theyarefollowingdifferentlearningpathways,withvariousstepping-stonesthatworkforthem.

2. CurrentpathwaysserveundergraduatesasSISEminorsandnon-SISEminors,aswellasprofessionalgraduatestudents,doctoralstudents/scholars,Tulanestaff,regularfaculty,instructors,andadministrators.Westrivetoservecommunitypartners,whethernon-profit,for-profit,orgovernmental.

3. Sincethecenterisauniversity-wideprogram,wereflectdifferentacademicdisciplinesandtraining,whichinturninformourinstructionaldesigns.Ourinstructors’disciplinescurrentlyspananthropology,architecture,criticaltheory,education,engineering,environmentalstudies,internationaldevelopment,planning,publicpolicy,sociology,andurbanstudies.Wefurtherstrivetoconnectdesignthinkingtodiverseaudiencesteachingandworkingin(forexample)arts,ecology,finance,marketing,publichealth,politicaleconomy,andzoonoticdiseases.

4. Stepping-stonesaretheformallearningopportunitiesalongthesepathways.Theseincludeformalacademiccourses,shortextra-curricularworkshops,intensiveweekendbootcamps,aDesignforAmerica(DfA)chapter,creativelifeplanningelectivecourses,paidstudentfellowships,publicspeakerevents,professionaldevelopment,andpartnershipswithclasses,andspecial“Taylorized”training/eventstoreachadministrators,teachers,andstaff.

5. Weuseanaction-orientedpedagogysincepeoplelearndesignmindsetsbydoing,andbyreflecting.Weofferexperienceswithreal-lifeproblemsandrelyonparticipatory,learner-ledelements.Aspiraloflearningrecognizesthevalueinrevisitinglessonstodeepenlearning.

6. Severalprofilesoflearnerscapturedifferentpathways.Theserepresentlayornon-designerpathstoincorporatingdesignmindsetsintocampuschangemaking,civicdesign,academicresearch,socialintrapreneurship,andsocialventures.

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PartIII.LookingForwardResearchandscholarshipondesignthinkingforsocialimpact

1. Weareproponentsofdesignthinkingasacreative,hopefulattitudeandasetofrecognizedpractices,andwearealsoconcernedwiththetheoryandevidencearounddesignthinkingforsocialimpact.Dothepracticesandmindsetsworktoreachsocialimpact?Howso,andwhataspectsoftheprocessworkforwhom?Whoisinvolvedandwhoisleftout?Whatareunintendedconsequences?

2. Weaimtoimproveourteaching,soweenquire:Whatareoutcomesofdesigneducationforlayaudiences?Howshoulditbetaughtbestfortheaudienceswereach,andwhy?Howcandesign–asintentionallycreatingnewvalue,socialinnovations,and/orasproblem-solving–beintegratedintocampusactivitiesincludingresearch,education,andpractice?

3. Wepromotereflectionamongprofessors,students,andotherscholars–anyoneconcernedwithacademicresearchandknowledge-generationindifferentforms.

a. Thisspansscientificenquiryandrigorousobjectiveevaluations(ontheonehand),tointerpretiveenquiryandcritical,constructivistperspectives(ontheother).

b. Scholarlycomplementstohands-onlearninginclude:independentstudy,internships,researchpapers,academicseminars,the“SocialEntrepreneurshipProfessorships”forfaculty,andscholarlyresearch.

c. Togenerateusefulknowledgeaboutdesignthinkingasapracticalcraftforsocialaims,itisimportanttounderstandwhat“it”is.Weencouragescholarsandresearcherstolearnwithus(orelsewhere)abouthowdesignthinkingworksintheoryandinpractice.

Nextsteps

1. Assessmentandlearning:Weseekgreaterrigorinassessingoutcomes.Arewepromotingcapacityofindividualstounderstand,use,andapply(andadapt)designthinking?Isitspreadingasmindsets,and/orpractical,discretetechniques?Doourpathwaysofferadequatetrainingthatourdifferentlearnersneed?

2. Trainingofteamsandtrainers:OnewaytospreadDTisviatrainingpeopletoteachotherstotakeittoclassrooms,workplaces,andorganizations.Howmightwedothatbetter?

3. Mainstreamingacultureofdesignintoinstitutionscallsforinstitutionalculturesthatsupportawiderangeofindividualsadoptingdesignmindsetsaslay,everydaydesignersandchangemakers.Thismeanspeopleask“Howmightwe...?”andtaketimetoexploreaproblemmoredeeply.Thisallowsforteamstomanagetimeinrapiditerativesprintsratherthanlinear,3-yearprojectcycles.Itmeansacceptingrapidprototyping,embracingmesses,uncertainty,andambiguity.

4. TaylorForwardstrategy(2017-20)emphasizesvaluesofequity,community,andresearch/scholarship.Wewillreflectonhowcurrentlearnerpathwaysandprogramssupporttheseaims,andwillseektofillgapsandfindsynergiesacrossthem.

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TableofContents

PurposeandAcknowledgements 2ExecutiveSummary 3PartI:Introduction,Context,andPrinciples1:DesignThinkingandChangemakingDefined 7 2:TulaneandAshokaUInstitutionalContext,History,andBackground 73:TheoryofChange-Making,Values,andPrinciples 8PartII:Frameworks,Pathways,andProfilesofLearning4:DifferentPathwaysforDifferentLearners 155:LearningFrameworksandPedagogySpirals 166:Stepping-StoneTrainingExperiences 207:ProfilesofLearners’Pathways 27PartIII:LookingAhead8:ANoteonResearchandScholarshiparoundDesignThinking 319:NextSteps 32SelectedReferences 34Appendix:BackgroundtotheSISEMinor 35

ListofillustrationsFig1.ManyPathways coverFig2.EcosystemApproach 12 Fig3.YourPathway? 15Fig4.Stanfordd.schoolmodes 16 Fig5.IDEOHCDmodes 17Fig6.Inspiration,Ideation,andImplementation 17Fig7.Empathyatthecenterofitall 17Fig8.Discover,Dream,Do! 18Fig9.Thespiraloflearning 18Fig10.APrototypingParadigm 20Figure11.SISEstudentsinactionatPlayBuildinNewOrleans 22 Figure12.Scenefromthefall2016Fast48atPlayBuild 23Fig13.DTandDonuts 24Fig14.ParticipantsatDT&Donutswithateamdesignformat 25ListofTextBoxes1.ASISEDTClassAtPlayBuild 212.A“Taylorized”LearningPartner:theTulaneAdvisingCenter 26

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PartI:Introduction,Context,andPrinciples1. DesignThinking(DT)andChangemakingdefinedDesignthinkingisacreative,collaborative,andempatheticapproachtoproblem-solvingandvalue-creationwhereweputpeople(humans)frontandcenter.Weseedesignthinkingnotasasingleskillorpacketofmethods,butasasetofmindsetsandwaysofseeing,doing,andbeing.Acquiringthesemindsetsbenefitsfrompracticeandreflection,andthisdocumentrelayshowweaimtodothat.Thissectionofferssomebackground.Theapproachemergedfromvariousdisciplinesofdesign(DavidKelley,fromproductdesign;PeterRowe(1987)fromarchitecture)andfromwithintheprivatesector,inparticularforsmartphone,mouse,andotherdigitaltechnologies(Kelley,2013).Designthinkingisrecognizedasastructuredprocess,languageandsetofmindsetsorwaysofseeingandacting,aswellasspecificmethodsandtechniques.Itisspreadingfromcorporateworldsintodomainsofnon-profitandgovernmentactionandinstitutions.Applicationsofdesignas“thinking”spreadfrombusinessinnovationfornewmarkets,tosocialimpactsector,aimingtoaddressthelarger,ambiguousandcomplicatedchallengesofimprovinghealth,well-beingandenvironmentalproblems(BrownandWyatt,2013).Designthinkingcanbeseenasanintentionalprocesstotackle“wicked”orindeterminateproblems(Buchanan,1992).Designthinking,inconcertwithsystems-ledleadershipandexpertknowledge,canhelpaddressthe“superwicked”globalsocial,environmental,political,andethicalproblems.Itcanhelpaddressmanysocietalchallengeswithdeeperempathy,understanding,andproblem-(re)definition.Designthinkingiswidelyseenasausefulpartofa21stcenturytoolkitforanyeffectivechangemaker.Bychangemaker,wemeananindividualwithhumility,character,andpracticalskillstopromotepositivechangeintheworld.Changemakersarepeoplewithhumility,integrityandknowledgewhocanusetheirskills,expertise,gifts,andpowerinawaythatcreatespositivesocialchangeandaffirmsthehumanityofallpeople.Changemakershavethefreedom,confidenceandsocietalsupporttoaddressanysocialproblemanddrivechange.ThisdefinitionreflectsthemissionofAshoka.organdAshokaU.org.Bytoolkit,wemeanpracticaltechniquesandwaysofthinking,doing,beingaswellasresearching,informationprocessing,communicating,generatingnewideas,andlearningfromothers.These“tools”cancomplementdeeplearninginanyfieldanddiscipline.Inthisspirit,aprimaryaimofthisdocumentistopromoteunderstandingandconstructivedialogueaboutwhyandhowtoteachdesignthinkingasatoolkitforchangemakersinacontextofhighereducation,andwhyweseektoservediverseaudiencesoflay-designers(vs.professionaldesigneducation).WeshareourTulane-specificexperiencesinourcontextofpost-KatrinaNewOrleansandaspartofanAshokaUchangemakernetwork.Anotheraimistoshareourpedagogicalpracticesandexperiencesintheformofpathwaysforothers,anddifferentsteppingstones.Wehopetopromotea“communityoftransformationalpractice”tosupportdesignthinkersforchangemaking.Thismightbeanetworkofindividualscommittedtosharingusefulmethods,guidingprinciples,andevaluationtools.Asauniversity-widecenterembeddedinaresearchinstitution,wealsoseektopromotedialogue,enquiry,evaluation,researchandknowledgegeneration.Howcandesignthinkingworkbest,forwhom,

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howandforwhichtypesofproblems/challenges?Howdoesthisprocessrelateto(forexample):communitydevelopment,empowerment,participatorydevelopment,policy-change,andrights-basedapproaches?Weenvisionthereadersofthispaperare:

• Establishedchange-leadersoncampuses:Youarecuriousandinterestedtolearnmoreaboutourexperienceswithdesignthinkingaspartofchangemaking.Youcanlearnhowwethinkaboutitandtalkaboutit;whatittakestointegrateitintoprograms,campuslife,andoutreachtoreachundergraduate,graduate,andpost-gradlevels,andforworkindifferentcommunities.

• Prospectivechangemakercampusadministrators:Youarestaffandfacultyexploringanddevelopingnewchangemakingprograms,howprogramsevolve,andhowdesignthinkingcanfit.

• Scholarsinanydiscipline:Youareseekingtoresearch,communicate,anddevelopacareerexploringsocialinnovation,designthinkingandchangemaking,andarewonderingwhatthesefieldsofactionareandwheretheymightfit.

• Communitypartners:Youarewonderingwhatcampusesandstaffaretalkingaboutandwhetheritisusefultoyourorganization.

• Donors,supporters,thought-leaders:youareinterestedintrendsinhighereducationinrelationtochangemaking.

ARoadMap:Therestofthedocumentisorganizedintothreemajorpartsandadditionalsub-sections.InPartI,weintroducetherecentinstitutionalcontextofTulanepost-Katrina,theAshokaUchangemakercampusmovement,anecosystemapproachandtheoryofchangemaking.PartIIdescribestheconceptoflearningpathways(4):howandwhatweteachashuman-centereddesigntostudents,staff,facultyandcommunitypartnersanddifferentframeworksforteachingandlearningdesignthinking(5).Section6describesseveralsteppingstones:theworkshopsandclassesthatofferaccesstoaspiraloflearning.Toillustratethesedifferentpathways,weshareafewdistinctprofilesofindividuallearners’pathways,fromundergraduatetoseniorprofessor,spanningstudent,staff,andalum.PartIIisLookingAhead.InSection8,wesharethoughtsonresearchandscholarshipdirectionswearestartingtopursue.Section9indicatessomefuturedirectionsandwhatmightcomenextatTayloraspartofachangemakercampus,andinthefield.Weincludekeyreferences,detailsontheSISEminor,andselectedphotos,sketchestoillustrateconceptsandnarrative.2. InstitutionalContextandChangemakerCampusesThissectionlaysoutthelargerinstitutionalcontextofTulaneandtrendsinhighereducationofchangemaking,spanningsocialinnovation,socialentrepreneurshipandsocialimpact.Thisfieldisonearenaforpromotingdesignthinkingeducationandsupportsthetrendintrainingdiverseaudiencesoflearnersindesignprinciplesandpractices(i.e.laydesigners,outsideofprofessionaldesignschools).TheinstitutionalcontextforsocialinnovationanddesignthinkingspecificallywasthereorganizationofTulaneUniversityreorganizedafterHurricaneKatrinaaroundcommunity-engagementandservicelearning.In2006/7,thepresidentofTulanemadeservicelearningauniversity-widerequirementforallundergraduatestudents(attwotiers,freshman(introductory)andupperclassmen,advancedservicelearning).Communityengagementgenerallyisembracedandsupportedunderthisnewmissionofsocialinnovationandchangemaking.

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Severalsocialentrepreneurshipinitiativesdatebackto2008.TheofficeofPresidentCowen,ledbystafferStephanieBarksdale,establishedseveralprograms.Theybroughtmajorspeakerstocampus,includingBillDrayton,thefounderofAshoka:innovatorsforthepublic.Theofficedevisedandlaunchedprizecompetitionstomotivatestudentventures.Theuniversityteamraisedfundstoestablishindividuallyendowed,named“Professorsofsocialentrepreneurship”.Thesesupportfacultyinvolvementinteaching,research,andserviceinsocialinnovationandsocialentrepreneurship(SISE).AteamofstudentsdraftedaframeworkcurriculumforamajorinsocialentrepreneurshipthatledtothecurrentSISEminor,establishedin2011/12.TheSISEminorprogramforundergraduatestudentsisthusanextensionofapriorcommitmenttocommunity-engagedandcommunity-basedlearning,research,andpractice.(SeeAppendixformoreonthefoundingoftheminorandotherdetailsofchangessinceitsinitiation).ChangemakereducationatTulanearoseafterthecity-widedevastationofHurricaneKatrinainAugust2005andisnowembeddedintheuniversity.TheSISEprogramandsocialinnovationinitiativeswereembracedundertheTaylorCenterin2014.TheAshokaUnetwork:fromsocialentrepreneurshipto“everyoneachangemaker”In2009,TulanejoinedtheAshokaUcommunity,aglobalnetworkofcampusesandacommunityofhighereducationprofessionalscommittedtosocialentrepreneurshipeducationand“everyoneachangemaker”.Thesearefaculty,administrators,andstaffoncampusesaroundtheworldwhoareseekingtotransformhighereducationandembedsocialentrepreneurshipandsocialinnovationeducationandprinciples,withthelargergoalofcultivatingchangemakers.Thesechangemakersareoftentakentobetheenrolled,tuition-payingstudents,andyettheconceptpertainstootherpeople.Staff,facultyandcommunitypartnerorganizationscanalsoseethemselvesaschangemakers.AshokaUgrewoutofAshokaanditsnetworkofover3000vettedsocialentrepreneurssinceitwasestablishedinthe1980sbyfounderBillDrayton.ThegoalofAshokaUistoinfusecampuseswithsocialentrepreneurshipandsocialinnovationspirit.Theydothisbysupportingfaculty,staff,administratorsandstudentstodevelopandsustainprogramsforstudents(andothers)togainrelevantskillsandexperience.AshokaUalsoaimstoshifttheinstitutionalnormsinhighereducationandsystems(likedegreeprograms)soastoalignbettersocietalneedsinaddressingcomplexsocialandenvironmentproblems,aswellastomeetdemandfromstudentsforthesetypesofengagedlearningexperiences.Thefieldofsocialinnovationinhighereducationhasmaturedandevolved.MuchofitisdrivenbyAshokaU,apartofthelargerAshokamovementtopromotesocialinnovationandchangemaking.(SeeAshokaU.org).TheAshokaUnetworkofchangemakercampusesofhighereducationhasgrownfromahandfulofeliteUScampuses,includingDuke,Brown,MiddleburyandTulane,toover50campusesglobally.Thesespanprivatebusinessschoolsandcommunitycolleges,majorpublicresearchuniversitieslikeASU,toalternativecolleges(likeWatson).AshokaUrunstheannualExchangeConference,whichhasgrownfromafewdozenpeopletoabout800participantseachyear.Fromsocialenterprisetoanti-“heropreneurship”RecentkeynotepresentationsattheExchangearticulatetrendsinsocialinnovationinhighereducation.AnexampleistheremarksbyAshokaUdirectorMarinaKimatthe2017ExchangewithpanelistsDanielaPapi-Thorntonandothers.Speakersemphasizesystemsthinking,equity,inclusion,anddiversity.Insteadofpromotingconventionalsocialentrepreneurshipmodelsfeaturingheroicindividualsleadinghigh-impactstart-upsthatscale,speakercallforhumblerattitudesanddeeperengagementwithproblems

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(“apprenticewithaproblem”).Theycalledforintentionalandinformedattentiontoequityandsocialjustice.Theymentioncreativedesign“thinking”anddoing.Thischangemakingstancecallsforembracingmodesofcollaborativeaction(vs.competitions),andecosystemthinkingandattentiontorelationships(notsoloefforts).Itcallsforattentiontothevalidcritiquesofsocietalinstitutionsbysocialjusticeadvocatesandforhearingthevoicesofpeopleexcludedfromthemainstreamandfacingdiscrimination.Recognizingthistrend,atTulane,weaimtoshapechangemakerswhocanworktogetherwithotherstocreativelyaddresscomplexproblems,wherevertheymaybe.Weechoacallforattentiontomarginalizedvoicesandpowerstructuresofprivilegethatshapesocietalinequityandformsofviolence.Thispathmightstillleadtomoreconventionalsocialentrepreneursstartingupnewventuresthataimtoscaleupforgreatersocialimpact.AnexamplewouldbeMohammedYunusandtheGrameenBankforthefieldofmicro-finance.Or,morelikely,wearecultivatingthekindofchangemakerswhofunctionassocialintrapreneurs--peoplewhochallengedysfunctionalsystemsandinnovatewithinlarger,establishedinstitutionsofgovernment,highereducation,thenon-profitsectorand/orprivatesector.Ourchangemakersalsomightbescholarsandresearchers,generatingrelevantknowledgetosupportchangemakingeffortsbyaskingbetterquestionsandlearningwhatworks.Finally,theymightbedonors,helpingalignphilanthropicfunding,policyanddecision-makingtowardssocialimpact.AliberalartssettingByliberalarts,werefertoabroad-baseduniversityeducationandcommunitythatpromotesaspiritofcuriosity,inquiry,criticalthinking,reasoning,participationincivilsociety,andalifelongjourneyoflearningand(re)imagination.Liberalartseducationintheclassicalhumanities,naturalsciences,andsocialsciencesareatthecoreoftheundergraduatecampus.Avalidgoalofliberalartseducationisinpromotinginformed,awareandhumblechangemakerswhocancombinedeepdisciplinaryeducationwithattitudesandtoolkitsforsocietalproblem-solvingandgenuinecommunity-engagement.Promotingandteachingchangemakingasacapacitytodesignnewgoodsandsystemsisavaluablefunctionofauniversity.Designthinkingcanhelpcultivatethesequalities.Goingbeyondthetraditionalliberalarts,wealsosupportdevelopmentofprofessionalandpre-professionalskillsetsofchangemakers.Thismeanscomplementingdegreessuchasbachelorofarchitecture,publichealthaswellasprofessionalgraduatedegreesinpublichealth,medicine,socialwork,business,andlaw.Designthinkingoffersapracticaladditiontoanyofthesedegrees.Designabilitiescanhelpequipstudentsfortheirchosenprofessionsandtofunctionaschangemakersatworkandinsociety.Designthinkingsupportsstudentswhoareseekingacademicgraduatedegrees(e.g.,MA,MS,DRPH,andPhD)andwhomightpursueatraditionalacademiccareerorworkasappliedresearchersand/orcommunity-engagedscholars.Thistrainingcanalsosupportchangemakingeffortswithinacademia,helpingdevelopinnovationsoncampusestoservestudentsandotherstakeholdersinourdynamicalsocialcontexts.What’shappeningelsewhere?IsTulane(andtheTaylorCenter)unique?AmongtheAshokaUnetworkofcampuses,Tulanewasaleaderinembeddingdesignthinkingwithintheliberalartssettingin2012,andinofferingDTasaskillsetopentoanystudentandanymajor.Withinthe

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AshokaUnetworkofchangemakercampus,interestinteachingdesignthinkingforchangemakersisrisingandvisibleacrossarangeofcampuses:

• LargepublicCentralQueenslandUniversity(CQU)inAustraliaoffersaccesstodesignthinkingtrainingforanystudentacrossthecountry.

• UniversityofCaliforniaatSanDiego(UCSD)offerscross-disciplinarydesignthinkingacademiccoursesforanystudentwhoseeksit.

• MiddleburyCollegerenamedtheircampussocialentrepreneurshipcenterto“Creativity,InnovationandSocialEntrepreneurship”.

SocialimpactdesigneducationInstructionin“designthinking”forsocialchangeisnotuniquetoTulaneorchangemakingcampuses.Itrepresentsabroadertrendinsocialimpactdesigneducation.Onecanfinddesignthinking(vs.professionaldesign)trainingoncampusesacrossthecountry.Thesespanprivateandpublicuniversities,largeandsmall,eliteandopenaccess.MostlytheselieoutsidetheAshokaUchangemakercampusnetwork.Afewestablisheddesignthinkingeducationprogramsbasedare:

• StanfordUniversity’sHassnoPlattnerInstituteofDesignorthe“d.School”):anoutgrowthoftheirproductdesignprogramsandfacultyandconnectedtolocaldesignfirmssuchasIDEO.com,thed.schooloffertraininginDTbutnoformaldegrees.Theyservestudentsandfacultyacrosstheuniversitythroughcoursesandworkshops.Theyalsohavefellowsprogramsandactiveresearchprojects,withaparticularfocusonK-12educationanddesignpedagogy.

• ThelargepublicUniversityofWashingtongraduate-levelHCDEprogramintegrateshuman-centeredmindsetsintoarigorousengineeringdegreeprogram.

• PrivateNorthwesternUniversityoffersarigorousandlargedesignthinkingprogramwithintheengineeringdepartmentandtheSegalCenterwithvarioustrainingopportunities.TheyarehometoDesignforAmerica(DfA)nationwidestudentorganization,withchaptersacrosscampuses.

Professionaldesignschoolsoftenoffersomekindoftraining,degreesorcertificatesinsocialimpactdesignatundergraduateandgraduatelevels.Theseinclude—amongthosethatweknowofalready:CaliforniaCollegeoftheArts(CCA),theMarylandInstituteforCreativeArts(MICA),theschoolforVisualArts(SVA)inNYC,theCarnegie-MellonSchoolofDesign,andothers.Outsideoftheseprofessionaldesignschoolstrainingtheirstudentsforthedesignprofessions,severaluniversitiesandcollegesofferdesignthinkingeducationinsomeform.Thesespansmallprivateliberalartscampusestomajorpublicuniversities,andagain,theselieoutsidetheAshokaUchangemakercampusnetwork.Theseinclude,forexample:

• Thesmall,privateSmithCollege(inNorthamptonMassachusetts),whichrunsaDesignInitiative,mainstreamingdesigneducationwithinexistingcourses.

• TheRickandSusanSontagCenterforCollaborativeCreativity(TheHive),whichservesalltheundergraduatesoftheelitePomonaCollegesinCalifornia.

• ThelargepublicUniversityofTexas,Austin,whichlaunchedtheCenterforIntegratedDesign(intheschooloffinearts);thecenteroffersanexperientialdesignthinkinglearningandcertificateforanystudent.

Tulaneisachangemakercampusthatencompassesaspectsofliberalartseducationandisalsoamajorresearchuniversitywitharangeofgraduateprograms.TheTaylorCenteralsoaimstoservetheentire

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universityandincludesaspectsofcommunity-engagementatmanylevelsoftraining.Thusourprogramsandcontextareunique,andwealsohaveelementsincommonwithothercampuseslistedabove.3. TheoryofChange-Making,Values,andPrinciples

Thissectionsharesatheoryofchange-makingthatguideTaylorCenterwork,andsomeofthevaluesandprinciplesguidingus.Anorganizationaltheoryofchangeaimstoaddresstheselargequestionsinrelationtoresources,programsandinitiatives,including:“Howdowehopetheworldwillbedifferent?”and“Whatdowedothatweimaginewillgetusthere?”Howdowehopetheworldwillbedifferent,givenwhatwedoandhowwedoit?Weenvisionaworldwhereanyonewhoisinterestedcancultivatehisorherchangemakercapacitiesandworktopromoteabetterworld.ConsistentwithAshokaU,andotherchangemakingandsocialinnovationinstitutions,wetakeanecosystemapproachtocultivatingthechange.Cultivatingchangemakerscallsforasupportiveandlivingcommunitythatnourishesandenrichesitsmembersincollaborativewaysandisresponsivetofeedback,likeanylivingecosystem.Anecosystemapproachmeansacknowledgingthedifferentagents,interconnectionsandrelationships,fluidboundaries,evolutionarycharacter,andthelivingqualitiesofthecommunities(groups,institutions)thatinwhichwebelong.Anecosystemmetaphorencouragesustothinkaboutandvalueinterconnections,energysources,feedbackloops,andunpredictableevents:

• Thesystemanditselementsarenourishedbyenergy(e.g.,thesun,orelectricityandpowerindifferentforms)andresources(i.e.,water,nutrientsorideas,funding,time,staff,alum).

• Relationshipssupportcreativityandresilienceofthesystemasawhole.• Surprisesanduncertaintyarisefromweather,storms,funding,turnover,andotherfactors.

.

Figure2:TaylorCenterasanEcosystemApproach

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EcosystemapproachFigure2expressesthisecosystemapproachinrelationtoelementsofTaylorCenterwork.Thisvisualdiagramofourecosystemapproachshowsapotentialchangemakerinthemiddle,anddifferentelementsatTulane,Taylor(green),andoutside(yellow,orange,blue,red).Keyfeatures:

• Anindividuallearner(“YOU”)ispositionedsomewhere.He/sheisconnectedtootheractors,organizations,andelementswithinTulanedependingontheirprograms,roles,andtiming.

• TheSISEminor,theSocialEntrepreneurshipProfessorsindifferentdepartments,theFast48workshop,andtheTaylorCenteritselfarekeyelements.

• SignificantcampuspartnersincludetheCenterforPublicService(CPS),theCenterforEngagedLearningandTeaching(CELT),Advising,theOfficeofMulticulturalAffairs(TheO)andothers.

• SignificantoutsideelementsincludeorganizationslikeGrowDatYouthFarm(GDYF)andPlayBuildinNewOrleans

• Atthenationalandgloballevel,theAshokaUnetworkisakeyelement.

Reachingourprimaryaudienceofstudentsaschangemakerswithdesign-thinkingandotherskillsrequirescultivatingnotjusttheirownindividualcapacities,butalsothesupportiveandresilientecosystem.Wevaluediversity,whichstrengthenstheecosystem.Ourundergraduatescanpursuetheircoredisciplineinthehumanities(history,English,thearts),sciences(ecology,chemistry,physics),socialsciences(sociology,economics,politicaleconomy),and/orappliedprofessionalfieldsofengineering,publichealth.Thisecosystemalsoincludesawiderangeoffaculty,staff,andcommunitypartnersinteractingwiththesedisciplines,faculties,andunits.Aswell,thereareinstitutionalsystemsandflowsoffunding.Thesemanyotherhumanactorsarealsopotentialchangemakersthemselves.Ourprogramsplant“changemakingseeds”ofcuriosity,creativityandpersistenceandofsystems-thinkingandpracticalbusinessthinking.Thesecapabilitiesarenourishedinindividualswithinacommunitythroughattentiontorelationships,inputs,andfeedbackloops.Anecosystemapproachpromotesdeeperunderstandingofinter-relationshipsandappreciationforhuman-centeredapproachestoproblemsolvingandsocialinnovation.Thesereinforcerelationshipsbuiltontrustandgoodcommunicationsthatareneededtosustaintheecosystemorcommunity.Inkeepingwiththis“ecosystem”wayofthinking,weaimtospreadappreciationfordesignthinkingthroughoutthecampus,notjustreachingundergraduatesinclassrooms,butworkingwithfaculty,inresidencehalls,incampuslifeandcultures.Aswell,wethinkbeyondthecampusintothecommunityandsociety,viaexperientiallearning,organizationspartnerships,andstudyabroad.Somevaluesareembeddedinthisapproachthatrelatetootherskillsandethicalprincipleswepromote:21stcenturyskillsWeseehuman-centereddesignasanessentialpartofa21stcenturytoolkitforanyChangemakerwhowantstobepartoffindingsolutionstocomplexproblems.Wecurrentlyfacenew“superwicked”,ambiguous,anddifficultchallengesnotseenbefore.Thesearerelatedtopressuresof7.5billionpeople

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andourconsumption,risinginequity,exclusion,andhugeenvironmental,politicalandsocialchallenges.Theseareallexacerbatedbyourdeep,globalinterconnectednessandmultifacetedglobalization.Thisinterconnectednessisgood,ontheonehand(thinkglobalsocialnetworks)anditalsobringsmoreunpredictability,fragilityandnegativefeedbackloopsandtippingpoints.Inthiscontext,webelievethattheworldneedsmorechangemakers,whethersocialentrepreneurs,socialintrapreneurs,andchange-makersinanysetting,everyday.Weneedthemtohelpaddresscomplex,wickedproblems.The“socialinnovationtoolkit”isthemindsetsandskillsthatpeopleneedtodothis.Socialimpact,mission,andpurposeWeorientdesigneducationtowardsthecauseofunderstanding,exploring,andaddressingthemanymajorsocial,political,andenvironmentalchallengeswefaceinourcommunities,ournation,andourglobalsociety.Socialmissionandgreatersocialimpactarethegoalswepromoteandthemetricsweabideby.Wedeveloppeoplewhoarekeentobeinvolvedinseekingsocialimpactfortheircommunityandthegreaterpublicgood,ratherthanforpersonalprofit.EquityandaccesstochangemakingskillsWebelievethese21stCenturyskillsandattitudesshouldbeaccessibletoanyone,regardlessofabilitytopayandpositioninsociety,owingtogsystemicandstructuralinequalitiesatworkintheworld.TheTaylorForwardstrategicplanningprocess(2016)revealedthat“equity”isastrategicpriorityfor2017-2020.Changemakereducation,andputtingdesignthinkingintoyourchange—makingtoolkit—istrulyacapacitythatideallyisaccessibletoanyonewhoseekstolearnit.Whilewecan’tliterallyteacheveryone,givenlimitedresourcesandlocation,thatisthespiritinwhichwereachoutanddeviseinitiatives.Tothisend,wetrytoreachthelocalcommunityvialow-costand/oropen-sourceopportunities.

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PartII:Frameworks,Pathways,andProfilesofLearning

4. DifferentPathwaysforDifferentLearnersTheTaylorCenterisahubthatofferstrainingandexperientiallearningforchangemakingforTulaneandNewOrleans--includingpeoplewhocomeherefromaroundthenationanddifferentpartsoftheworld.Manypeopleseektolearndesignthinkingandtheyarediverseindesiresanddemands.Recognizingthis,ourhuman-centeredapproachesarevariedandemergent:

PathwaysWeofferlearner-centricpathwaystolearning.ThesketchinFigure3isanylearner(you!)facingmultipleandmysteriouspathwaysahead.Thisisajourneyalonglearningexperiencesor“steppingstones”,reflectedbytheovalshapes(i.e.workshops,courses).Astrainerswetrytodesignappropriatepedagogiesandpathwaysfordifferentlearners.

Figure3:Learner-CentricPathways

DiverselearnersDifferentlearningpathwaysareneededtoreachthesediverselearnerswhoarenotjustenrolledstudents,andwhovarybybackground,SES,institutionalaffiliations,resources,etc.Currenthighereducationpathwaysoftenservelearnerswhoareseekingtoapplydesignastheirprimaryworkorprofession.Ouraimistocultivatedesignasdifferentmindsets(attitudes,instinctsandrecognizabletechniques)forchangemaking.Inthiscase,thelensesanddisciplinesofouraudiencesareverydiverse,andtheirbackgroundandtrainingshapestheirviewpointsoncreativityandproblem-solving.Theyalsomightbeworkingindifferentpositionsandspanagesfrom18-80.Theyare:

• Tulaneundergraduates,includingfreshmenexploringtheirmajors,toseniorsreadytolaunchintotheworkforce;

• ProfessionalgraduatestudentsseekingworkinsocialimpactinNGOs,governmentandUNagencies;

• Facultyandinstructorsteachingstudentsacrossthecampus;• Researchersandscholarscuriousaboutthevalueofdesignthinkingandchangemakingskills;• Staffsupportingchangemakingviaextra-curricularprograms;• Community-basedsocialventuresadoptingdesignforinternalproblem-solving;• Alumniinvolvedinthesocialimpactsector;• Andothers.

DiverselensesofdesigneducatorsWedrawonourowndiverselensesaseducators,whichhelpusconnectmeaningfullytodiverselaylearners.Asauniversity-wideprogramwithpeoplecomingfrommanydepartments,ouracademicdisciplinesandtrainingshapethepathwayswecanoffer.Ourcurrenttrainers’backgroundsrangefrom

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architectureandpublicinterestdesigntocriticalsocialtheory;fromecologyandenvironmentalstudiestoengineering.ApersonaljourneyoflearningFromwhatwehaveobserved,theprocessofperceiving,valuing,andadoptingdesignattitudesandmethods–oftakingon“designerly”wayscanvaryalot.Forexample,

• Forsomepeople,itfeelsnaturalandrewardingtoaligntheirinherentcreativity,resourcefulness,andaction-orientationtomoreeffective,rapidproblemsolvingwithandforothers.Asocialworker(forexample)canbuildonherempathyandquicklyco-designsolutionswithclients,thusfeelingmoreeffectiveandhelpful.

• Forothers,thewholeprocess,especiallyatfirst,canbeuncomfortableandinvolveslearningnewinstinctsandcombattingexperiences.Ananalystmostcomfortablewiththoughtfuldeskresearchwillbalkatrequeststohavea“biastoaction”and“justmakesomething!”

Sinceourlearnerscometousatdifferentpointsintheirlifeandfromdifferentbackgrounds,theyhavearangeofexperiences,practices,andinstinctstoreinforce--ortochallengeandovercome.Theyaremakingsenseofdesignerlywaysofunderstandingtheworld.Whatevertheirinclinations,wetrytohelpdifferentlearnersappreciatethevalueofdesignerlymindsetsandprocesses,aswellasthelimits.Hopefully,peoplelearningdesignthinkingcanappreciatethatwecanallweardifferent“hats”andembodydifferentwaysofthinking,doingandbeingatdifferenttimesasneeded.Wecanintentionallyputonandtakeoffcritical(convergentthinking)ormorecreative(divergentthinking)“hats”.Wecanalllearnfromtheprocessofrunningdesignsprintsabouthowtomanageourtimeandenergyefficientlyandeffectively.5. LearningFrameworksandPedagogySpiralsMainstreamframeworksandschoolsofthoughtTeachingrequiresaframeworkorscaffolding,plusassociatedlanguageandvocabularytocapturewaysofthinking,activities,andphysicalartifactsandmaterials.Weteachusingspecificframeworksthatarewidelyknown.Thispromotesdesignliteracyandadegreeofcomfortincommunicatingwithothers,anabilitytoworkinteamswithacommonvocabulary.Aroundtheworld,manylaydesignersareusingthe“Empathy,Define,Ideate,Prototype,andTest”(E-D-I-P-T)model,andlikemanyotherDTeducators,wealsostartedwiththeStanford“d.School”E/D/I/P/Tteachingframework(Figure4)in2013tosticktoasingle,recognizableframeworkasafoundation.WealsousedtheaccompanyingBootcampBootlegmanual,methodcards,andvirtualcrashcourse.Thed.schoolmodesare:

• Empathy:understandyourspecificusers

• Define:theproblemandpointofview,

• Ideateorbrainstormnewsolutions,

• Prototype:quicklygetideasoutthereinphysicalform

• Test:ideaswithusers,exploringspecificvariables. Figure4:Stanfordd.SchoolmodesfromtheupdatedBootcamp

bootlegmethodsmanual,2018.

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• Adesignerwillreturntoandrepeatanymodeandthewholecycleasneeded.WehavealsobeeninformedbytheIDEOmodelof“Hear,Create,Deliver(HCD)”andassociatedlanguage,visuals,andexamplesinTheFieldGuidetoHuman-CenteredDesign(IDEO,2015).Themainmodesare:

• Hear:fromuserswhattheywant,• Create:brainstormandexplore

possibilities,• Deliverthesolutions,andtestand

refinethem.OthermodelsindesigneducationandoutreachincludeInspiration,Ideation,andImplementation(Figure6).Thefigurereinforcesdifferentdivergentandconvergentwaysofthinkingfordifferentphasesormodes.Notallframeworksareorientedaroundsocialimpactandchangemakingeducation.Someareorientedtowardscommercialinnovationprocesses,andothersforK-12education.Yet,theyallhavesimilarmindsets,modes,andmethodsincommon.Finally:Werecognizethatalargescholarlyliteratureindesigntheorysupportsresearchandscholarshipindesigneducation,aswellasreflectivelearningandengagedpedagogies,andhowtoseedesignasawaytoaddresswickedproblems.PleaseseeworksbySchön,Simon,Cross,RichardBuchanan,Manzini,andothers.Aformalreviewofthissetofliteraturesisbeyondthescopeofthispaper.TAYLORCenterFrameworksWerecognizeandbuildonothereducators,andwealsodevelopotherframeworksthatsuitourwideraudiencesandneeds.Thissectionsharesseveraldiagramsthatarticulateourvaluesforsocialimpact.Theseframeworkshelpcommunicatethemodesofdesign,andadjustlanguagetomeetdifferentlearners,fromhigh-schoolyouthtoseasonedscientists.Figure7isagraphicdevelopedbyTaylorstudentfellowKristenHill(TU2017),fromaninitialsketchbyDTinstructorAllisonSchiller.Thisvisualexpressesvaluesofhavingadeep

Figure5.IDEOHCDModel

Figure6.Inspiration,IdeationandImplementationmodel

Figure7.EmpathyattheCenter

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understatingofourintendedusersascoretothewaysofbeing,listening,making,sharing,teaching,andcommunicatinginvolvedindesigningforpeople.Ratherthanseeingtheempathymindsetasafixedstagethatonepassesthroughinalinear,no-returnprocess(whichcanbeerroneouslyimpliedfromtheaboved.schoolgraphic),thisindicatesthatempathyisreallyatthecenterofallhuman-centereddesign,frominitialresearchtorapidprototyping,showingandtesting,tousingandlearninginpractice,in

multipleiterations.Anothergraphic(Figure8,left)offersaframeworkofdesignthinkingasmodesof“Discover,Dream,Do!”.ItwasdevelopedbyJordanStewart,aninstructorfortheFast48workshopandotheroutreachtohighschoolteens,biomedicalengineers,andopportunityyouthinNewOrleans.Thisimagehopefullyinspirestheparticipantstothinkoftheprocessasexplorations,imaginativevisions,andcreativeactions.Thisalsohelpscommunicatetheprocesswitheverydaynamesandlanguage.Afewsimpler“modes”seemtobemoreaccessibletoanyone.

SpiralofLearning:Start,repeatandkeeplearningTheseframeworksofferascaffoldingandlanguagethatsupportsbasicdesignliteracy,orknowingwhatdesignthinkingisabout,aimstodo,andrequiresforeffectiveinnovationprocesses.Learningdesignthinkingsoastoapplyiteffectivelygoesbeyondliteracytouseableskillsandthesecallforacontinuouslearningprocess.Thisentailsrevisitingthemodes/mindsetsandpracticingmethods,againandagain.Itisusefultoseethisprocessofpracticeasaspiraloflearningandgrowth,asinFigure9.Thisconveyshowlearningbenefitsfromstartingsmall,andincreasingcomplexityalongdimensionsofnumbersofpeople,time,andchallenges/designproblems.Iterationsrevisitandreinforceearlierconceptsandpractices.Eachturnofthecycleandnewexperienceaddsmoredepthandrichnessofunderstanding,andalsoreinforceslanguageandpractices.Complexityincreaseswiththediversityofpeopleinvolved,thetimeandlengthofdesigncycles,andthenatureofproblems.

Figure9.Thespiraloflearning

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“Startwhereveryouare”Anoviceonthepathwaystartswithinitialexposuretoallthemaincycles/stances–perhapsviathehands-on,fast“crash”course.Thisoffersascaffoldtosupportunderstandingcomingfromlongerdesignchallenges,team-work,andnewtypesofproblems.Wecanseesomeofthebeneficialeffectsand“light-bulbs”ah-hahmomentsrevealedafterthe2-hourpairedcrashcourse.Participantssharefeedbacksuchas:“IneverknewIcouldbeadesigner!”Eventhisbasicunderstandingofdesignoffersparticipantsawaytobemoreusefulandproductivemembersofadesignprocess,whetherasend-usersand/ordesigners.Itofferslanguageandtacitknowledgethatcanhelpfaculty,advisorsandstudentservices(forexample)tosupportstudentsandteamswithwhomtheyinteract.

Repeat,Grow!Initiallessonsarereinforcedbyrepetition,reflection,andpractice.Participantscanreturntorepeataworkshopwithadifferentchallenge,andthenreturntoleaditwithothers.Theycanattendatraining,thenreturntoserveasacoachandfacilitate.Withtimeandpractice–overafewweeks,months—ournovicelearnerscanbecomefunctionaldesignersforthemselves.Withmoretimeandpractice(perhapsmonthsofdedicatedpracticeindifferentsettings)theycanexpecttobeabletoleadadesignsprintteamthroughacycleandtoadaptmethodsfortheirneeds.LessthinkingandmoredoingTeachingdesign“thinking”forouraudiencesmeansteachingwaysof“doing”,ratherthan“thinking”.Designthinkingthusreferstoashiftfromdesigningproductsandthings(formarkets),toimaginingandcreatingbetterexperiencesandservices(formarket,non-marketandcivicdomains).TeachingDTmeansdevelopingpeople’sskillsinseeinglargersystems,broadersetofstakeholders,problemframingandre-definition.Itmeansdevelopingskillsinexploringtheworldfirst-handandthroughidiosyncraticcases,ratherthanjustthroughacademictextsandscientificevidencealone.Itmeansencouraginglearnerstomakesomethingphysically,soastolearnandtestoutsomeidea,ratherthanto(over)thinkit.Action-orientedlearningTeachingthese“designerly”waysofdoingcallsforexperientialpedagogyandhands-onlearning,withopportunitiesforiterations.Inthisaction-orientedpedagogy,learnersmightlearnfirstbyjustdoing“it”(thedesignprocess,fieldresearch,specificmethods,etc.)withoutalotofbackgroundortrainingindesignpracticeorthespecificplace,context,andproblem.Then,theyreflectontheirown(possiblyuncomfortable)experiencestodrawoutlessons.

Time-managementTeachingdesignincludestime-managementandattentiontostricttime,eventotheextentoffeelingrushed(relativetoothertimeframes).Managingtimeinshortburstsandlongersprintshelpsfocustheenergyandresourcesofthedesignteam.Ithelpsorganizeourattention,aswetryondifferenthatsofdiscovery,ideation,andsynthesis.Wecanshareworkamongteammembersbyworkinginparallelinjustafewminutestorapidlyprototypeseveraldifferentwaystoexecuteanidea,ratherthanjustone.Prototypingparadigm(vs.planningparadigm)

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Onevalueofdesign-thinkingapproachisinmanagingtime–asonescarceresource–togeneratemoreusefulideasmorequicklywithintheallowedtimeframe,relativetoconventionalprojectplanningprocesses,inpublicpolicy,planning,publichealth,andrelatedfield(planningparadigm).Aprototypingapproachcangeneratemorelearningandmoreideasatlowercost.Itachievesseveralcyclesofdesignandmanyideas,comparedtoaconventionalplanningparadigmwithitslinearprocessofresearch,designandimplementation,andevaluationofonebigidea.ZaidHassan(2015)referstothisasthe“PrototypingParadigm”thatispartofthesociallabsmodel,capturedinFigure10(right).Thisspiritoflearningbytryingoutideaswithoutbeingovercomebyfearoffailingalsoreflectsthe“failforwardfast”mentality.Aprototypingparadigmcanreducetheriskinvolvedinsocialinnovationbyallowingforsmallerexperimentsandcontinuedcyclesoflearning.6. Stepping-StoneTrainingExperiencesWehavedevelopedandoffervarious“stepping-stones”--specific,discretetrainingstotakelearnersforward—thatcomprisedifferentpathways.Thissectiondescribescurrentstepping-stonesforstudents,theuniversity,andthelargercommunityorpublic.Allareembeddedintheecosystemapproachto“plantingseeds”andofferingasupportive,nurturingcommunitytoencouragegrowth.Weaimtocultivatedesign-thinkingcommunityandpromotedesignliteracyasafoundationforlearning.Useablepracticalknowledgeoftheprocesshelpsstudents,professionals,programmanagers,andinstructorsapplydesignthinkingtosolveproblems.Threemajor“steppingstones”describedbeloware:

• TheSISE3010“DesignThinkingforCollectiveImpact”,anintroductoryclassindesignthinkingrequiredforSISEminorundergraduates.

• ForTulanegraduatestudentsandprofessionals:theFast48,alow-cost48-hourweekendworkshopthatoffersthefundamentalsandafoundationforlearningDTforsocialimpact.

• Public,short“DT&Donuts”workshopsplantseedsandsparkinterestinlearningmore.Wealsoofferpaidstudentfellowshipsandgraduateassistantshipsaswellashands-oncoachingopportunitiesforpracticethatsupportthesebigsteppingstones.Occasionalacademiclecturesandpresentationsonresearchtopics(viaSocialInnovationConversations)canreinforcehands-onlearning.“DesignThinkingforCollectiveImpact”ServingSISEminorundergraduates

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TheDesignThinkingforCollectiveImpact(SISE3010)wasafoundingcoursewhentheSISEminorwasdeveloped(seeAppendixfordetails).Offeredeachsemester,theDTcoursefallsinasequencetobuildchangemakingskills.Itstartswith1).Asurveyofthefieldofsocialentrepreneurshipandsocialinnovation;andothercoursesare2).systems-leadershipthinkingand3).practicalbusinessthinking.Studentsareexpectedtointegratedesign-thinkingmindsets/actionintoafinalseniorproject/electivecourseandseniorseminar.Pedagogically,theDTclassinstructorusesreadings,lecture,hands-onpracticeandreflection.Readingsintroducetermsandexamples.Instructorsguidethestudentsthroughadesigncycle,workingonareal-worldchallenge.Thismightbewithacampusdepartmentorcommunitypartner.Projectpartnersanddesignchallengessince2013includethefollowing:

• HarmonyNeighborhoodDevelopmentforplace-makingonLaSalleSt.inNewOrleans

• Junebug,Inc.fora50thanniversaryoftheFreeSouthernTheater,thethespianarmofthecivilrightsmovement

• OurSchoolatBlairGroceryintheLowerNinthWardandStudent-SupportedAgriculture(SSA)tobringlocalfreshproducetocampus

• PlayBuildNOLAforimprovingkidsafetyattheirsite(seeTextBox)

• Liberty’sKitchensocialenterprisefortraineeteam-buildinginanewphysicalspace

• TheCityofNewOrleansfordigitalequityandaccessanddisasterresilience

• TheTulaneOfficeofInternationalStudents&Scholarsforimprovingtheinternationalstudentexperience

• TheSISEminoritselftoaddresschallengesaroundthelackofdiversityoncampus

• CodeNOLAbrigadeforvolunteercoordination

• RestaurantOpportunityCenter(ROC)fordata-drivencommunityoutreach

• TheOfficeofMulticulturalAffairs(TheO)formakingtheirnewspacemoreaccessible

OurcampusandgreaterNewOrleanscommunityserveasacollaborative,livinglaboratorywherestudentscanexploresocial,health,andenvironmentalproblemstogetherwithaclass

Snapshot of a SISE 3010: PlayBuild as Partner

In spring 2016, Faughnan’s SISE DT class partnered with PlayBuild NOLA, a community-based organization addressing underutilized urban spaces and promoting creative play for children. PlayBuild asked the class for design support on an emerging problem, site safety:

• With the transition from a vacant lot to an outdoor classroom in the summer of 2015, there were no established protocols for behavior and on-site safety in the new physical space. • After-school play periods were becoming hazardous for kids and unmanageable for an understaffed team. • Children disregarded the rules by climbing fences, jumping off giant blocks, throwing Lego pieces, and running down slippery access ramps.

Following design research leads, students quickly zeroed in on differences between the ongoing relationships with local children compared to one-time visiting kids. They noticed that familiarity diminished the site’s “preciousness” for kids, leading them to test boundaries in unsafe ways. Regular after-school play sessions, the Tulane students discerned, needed a more distinguishing structure to establish site norms. The SISE students prototyped multiple ideas to introduce a sense of ritual and customs, creating opening games, site zones, reward systems, musical signals, and a Lego character stop-motion film to demonstrate safety rules. While prototyping, the students had their first encounter with Tulane’s MakerSpace, using the 3-D printer to create a microphone “talking stick”. The students developed portfolios of deliverables, including these artifacts, insights, field notes, and recommendations.

Figure 11 shows students on site at PlayBuild.

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partner.Wechoosepartnerswithwhomwehavestrongties,whoareopentothedesignprocessanditsambiguityanduncertainty,andwhopresenttimelyandrelevantchallenges.Studentskeepajournaloftheirexperiences.Formany,thismaybetheirfirsteverexperienceofbeingadesigner.

The“Fast48”weekendbootcampindesignforsocialimpactWefirstpilotedthe“Fast48”asaweekendbootcampinSeptember2013toreachgraduatestudentswhocouldnottaketheSISEcourse(thatservesundergraduatesonly).WeoffertheFast48eachsemesterasalow-cost,not-for-creditexperience.Recently,wepiloteda3-creditcoursethatisbeenpackagedaroundit(SISE6100)asa“socialinnovationtoolkit”.EachFast48workshopexposesabout25participantstothebasicsofdesignthinkingforsocialimpact.Manyaregraduatestudentsinpublichealth,whichisalargeprogramatTulane.Otherscomefromengineering,business,architecture,law,andthesciences.Inadditiontograduatestudents,faculty,staff,entrepreneurs,andcommunity-basedorganizationsarewelcome.Theweekendbootcamprunsfrom6pmonFridaythrough6pmonSunday.Theaimistoavoidconflictswithstudentandteachingcourseschedules.OnFriday,participantsjumpintoalivelycrashcourseandexperiencedifferentmindsets.OnSaturday,participantspracticeethnographicmethodsinacommunitysettingassociatedwiththepartnerorganization.Weformparticipantsintomixed,diversedesignteamsforsynthesis,user-profilesandpoints-ofview,problem-identification,andideation.Sundayactivitiesarerapidroughprototyping,testing,gettingfeedback,anditerating.TheFast48workswithacommunitypartner.Theorganizationisinvitedtoparticipateandofferareal,manageabledesignchallenge.Wehaveaddressedchallengesof:“redesignthevolunteerrecruitmentexperience”,forexample.Graduatesofthisworkshopreceivea“passporttothedesignthinkinguniverse”inrecognitionoftheirbeginningajourneyoflearningandpractice.Recognizingthespiraloflearning,weinvitegraduatestoreturntopracticeasteamcoachesfortheFast48.Thishelpsadvancetheirknowledgethroughrepetition,practice,andteachingothers.

Figure11.SISEstudentsinactionatPlayBuildonThaliaStreet,NewOrleans

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Untilrecently,graduatestudentsatTulane(andprobablyothercampuses)couldnotassembledesign-thinkingandotherchangemakerskillsfromcampusofferings.Inpart,becausemostdonotspendenoughtimeoncampusduringan18-24monthpackedMaster’sDegreeprogramtotakeadvantageofco-curricularlearningexperiencesatTaylor.Theyalsofaceprogramsrestrictionsandmanygraduatestudentspayoutofpocketfortuition.Theymightnotyetrealizethepracticalvalueofdesignthinkingandchangemakingskillsfortheirprofessionsandupcomingjob-searches.ReachinggraduatestudentswiththeirneedswillbeagrowthareatoadvanceChangemakereducationoncampusesandtogeneratethecohortsabletoaddress21stcenturyproblems.MoresteppingstonesSeveralotherlearningexperiencesareonoffernowforstudents,professionalsandotherlearners:

• DesignThinkingStudentFellows:thisisapaidundergraduatestudentworkerandleadershipprogram.Itexpandedfrom1fellowin2015to4by2017.Theyarepartofalargerteamofstudentpara-professionals(the“TaylorFellows”)whohelpexecuteprogramsatTaylorduringtheacademicyear.Theylearntheropeswhilealsoteachingothers.Theyhelpfacilitateprograms,organizeevents,andwriteaboutouractivities.

• DesignforAmerica(DfA),Tulanechapter,founded2015/16:TaylorCentersupportsandincubatedthecampusDesignforAmericachapter,astudent-ledstudioforundergraduateand

Figure12.Fall2016Fast48atPlayBuildparticipantsprocessingfieldexperiences.

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graduatestudents.ThenationalprogramisbasedatNorthwesternUniversity.TheDfAmemberslearnandpracticedesignbydoingit,leadingcampusandcommunityprojects.

• Thecreativelife-design“TayloryourLife”(TYL),1creditcourse.Thisisfoundedonthebook“DesignyourLife”byStanfordprofessors,thathasinfluencedmanycampuses.ItisspreadingacrosstheTulanecampusandreachingdifferentaudiences,fromundergraduatestograduates,withatraining-of-trainerscomponenttodeveloptheinstructorstoleadthecourses.

In2016,wepilotedaresidencehall(PatersonChangemakerRLC)withtheaimofofferinganon-curricularimmersionintodesignthinkingforsocialimpact,ledbyteamsofstudentsandguidedbyTaylorstaff.Forvariousreasons,thespecifictrainingindesignthinkingwasscaledbackbuttheresidentiallearningcommunitycontinues.Public-AccessWorkshops:DesignThinkingandDonuts“DT&Donuts”isaseriesof2-hour,hands-onsessionsforanyonetogetanintroductoryexperienceindesignthinkingmindsets(andenjoydonuts).Thesearefreeandopentothepublic.Offeredseveraltimesasemester,weaimtostimulateappreciation,curiosity,andmotivationtolearnmoredesignthinking.Thesehands-onworkshopsgiveanyonea“taste”ofhuman-centereddesign.Workshopsarenotareal-worlddesigncyclelastingdays,weeks,months,butevenso,participantscanlearnusefullessons.Theyexperiencehowquicklyonecanlearnaboutaproblemfacingaspecificend-users(vs.generic“population”approachinpublichealth,orgeneric“beneficiaries”insocialservices).Participantscangetattachedtotryingtosolvetheproblemtheyhavesurfacedfortheiruserandtotheideasthattheygenerate.Whilenotliterallyavailableandaccessibleforall,weaimtobeopenforthosemotivated.Theseworkshopsaimtoserveandreachthegeneralpublic–students,staff,andcommunityincontrasttosemester-longcoursesthatserveenrolledstudentsonly,orintensiveweekendsthatmightbedifficultforsometoattend,i.e.parents.Weofferpairedandteam-basedformats,eachofwhichexposesparticipantstodifferentaspectsandpracticesofdesignthinking.Thepairedcrashcoursetakesparticipantsthroughacompressedcycleofdesigningasolutionforapartner.Thisisanadaptationofthe90-minute“virtualcrashcourse”pioneeredbytheStanfordd.schoolinstructorsduringanexecutiveeducationworkshopindesignthinking.(Thetapedcrashcourse,andsupportingmaterialsinmanylanguages,hasbeenmadeavailabletoanyonearoundtheworldviatheirwebsite.Thesematerialschallengedparticipantsto“redesignthegift-givingexperience”or“thewallet”.)Overtheyears,wehaveadaptedtheoriginald.Schoolworksheets,materialsandchallengesforouruse.Selectedcrashcoursedesignchallengesincludethepromptto“redesigntheexperienceof:

• ...Gettingcaughtintherain”• ...Organizingasocialgathering”• ...Anacademicwritingproject”• ...Commercialairtravel!”

Figure13.DTandDonuts

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Forparticipants,thepairedactivityhasspecificpurposesandadvantages,offering:

• Thechancetobea(solo)designer,aswellauser(ofanewdesign);• Exposuretothewholecycleofempathyanddiscovery,problemdefining,ideageneration,

rapidprototyping,andtestingandre-doingthedesign;• Afoundationinthelanguage,materials,andmindsets--waysofthinking--involvedin

designinganything.Fortheorganizers,thepairedformatis:

• Easytosharewithnewfacilitators,withastandardworksheetandfacilitatorguide;• Apredictable,manageableworkshoptoleadandrun,makingitiseasytoscheduleandplan;• Scalable,reachingahandfulofpeopleoraverylargegroup.

Teamdesignworkshopscomplementthepairedactivitywithanenergetic,collaborativedesignsprint.Thismightbeatruncatedcycle(cuttingcutoffsomeelementsandfocusingonothers)oracompressed,completecyclethatoperatesmuchfasterthan“reallife”.Inpastteamworkshops,wehaveinvitedparticipantstoshareinsightsandco-createsolutionsaroundcommonchallenges,rangingfromlight-heartedtoserious,addressing:

• TheMardiGrasparade-goingexperience;• Theexperienceofpreparingforhurricaneevacuationseason(June-October);• “Greening”ourholidayseasoncelebrations.

Aworkshopwillusuallystartwithsynthesisoflotsofconfusing,overwhelmingdataonthechallengeprompt.Thiswillincludevisuals,photos,data,brochures,andstoriessharedbyparticipantsandtheorganizersthemselves(seeFigure14).Weformparticipantsintosmallteamswhoidentifyrelevantusergroups,gleaninsights,generateideas,anddesignasolution--alwayskeepinginmindtheirspecificusers,pointsofviewandneeds.Thisteam-basedworkshopconveysthepowerofcollaborativework,buteachindividualintheworkshopmighthaveverydifferentexperiencesandtake-aways.Incontrast,apairedactivityusuallygiveseachparticipantasolidintroductiontotheexperienceofbeingadesigneraswellasauser.Eitherformatallowsforfieldworkbeforehand—asinaclass,assigningadvancepreparation.

TaylorizedprogramsWeoffercustom,“Taylorized”experiencestoreachspecificaudienceswhoseektolearndesignthinkingorapplytheprocessestospecificproblemstheyarefacing.Thisisaformofconsultingbythecenter,whichrecognizesthegrowthinawarenessanddemandfordesignthinkingbothon-andoff-campus.

Figure14.TeamdesignworkshopinApril2017toredesigntheexperienceofplanningforhurricaneseasonevacuations

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“Taylorized” Learning Partner Snapshot Capacity-building for Tulane's Advising Center (2015-2017) In late 2015, the leadership team for Tulane undergraduate advising services approached us for professional training in design thinking for their staff. After substantial conversation to understand their needs, we designed a custom 2-day curriculum for their 60 advising staff.

• First, we led them through the lively, paired crash course to “redesign the doctor’s office check-in experience” –a challenge analogous to the experience of welcoming students to the Advising center. We assigned individual homework to record stories of interactions with parents, staff and students—i.e., their key stakeholders and points of view or users. They returned day two for a team design activity focused on redesigning advising experiences for a unique user group, such as new freshmen, or upper classmen. Two years later, our relationship with the Advising Center continued to deepen. They continue applying design thinking in small ways in their organization. As they were preparing to move into a newly designed building intended to foster collaboration among siloed teams and provide a welcoming experience for students and stakeholders, they decided it was time to revisit their design thinking capacity. They wanted to build an organizational culture of human-centered design; to do that, they wanted staff to have a deeper working knowledge of design thinking. They needed an understanding of how they could develop and apply their unique design-based strengths within the Advising Center for different levels of interest and time. Some wanted all-in, and others had less motivation. One staffer might be excellent at giving feedback but lack time join an in-house design team and they could serve as an idea-tester! For this, we again turned to the use of analogies, having them focus on redesigning “the airport experience.” The day-long, intensive workshop started with a paired crash course, because we believe in repetition of the basics, and to accommodate new learners. Then staff visited different “skills stations”, choosing among Interviewing, Journey mapping, and Testing. Each person chose one station to build on natural strengths, and another to get outside of their comfort zone. Next, we returned to the “airport experience” for a team activity, increasing the complexity by working in pre-set design teams and to serve an assigned user group (e.g., the first-time traveler or the frequent flyer). We ended with a silent, interactive reflection session to share their reactions to the design process and envision future internal applications. The training was led and organized by our Taylor team of staff and student fellows, all of whom have built on prior workshops and learned through practice. We practice the spiral of learning for ourselves and for others. One lesson is that to effectively integrate human-centered design into our organizations, we have to find small ways to build it in every day, AND dedicate time, people, and spaces for design practice and processes.

Thisinitiativestarted(in2013/4)witharequestforshortworkshopsfromtheTulaneCenterforPublicService(CPS)leadershipprogramforlocal,community-basedorganizations.Next,weofferedworkshopsfortheUSgovernment-sponsoredYoungAfricanLeadersInstitute(YALI)fellowsin2014and2015.(TheYALIprogramembedsdesignthinkingintheirfellowshipbutnolongervisitsTulane.)Then,TulaneAdvisingstaffleadershipteamrequestedspecialtrainingattheirDecember2015retreat,andforthatwedesigneda2-dayfollow-upexperienceforthem.Theyreturnedthisyearforfollow-uptrainingandcoaching.SeeTextBox:LearningPartnerSnapshot:“Taylorized”capacity-buildingforTulane'sAdvisingCenter(2015-2017).MorerecentTaylorizedservicesincludetrainingandcoachingindesignthinkingforyoungparticipantsintheLiberty’sKitchenleadershipprogramtoaddressfooddesertsinthecity,andworkingwithuniversityleadershipandstudentstoaddresstheepidemicofsexualmisconductoncampus(viaProjectIX).SpecialTaylorizedworkcantakedifferentformsdependingonwhatpartnersneed.Wecanofferbasicexposureandawarenesssuchasviaacustombutpredictablecrashcourse,aswellasofferdeeperprofessionaldevelopmentandcapacitybuildingthroughextendedcoachingandrepeattraining.Wecouldevenbypasscapacitybuilding,aimingtohelpourclients/partnersaddressspecificproblemstheyface.Moresteppingstonesareemerging!Wearehelpinginsertdesignthinkingmindsetsintostudentlearningexperiencesatalllevels,fromintroductoryseminarsforundergraduatestoseniorinternships,publichealthpracticum,anddoctoralresearchprojects.Designthinkingisreachinggraduateclassesonglobalnutrition,complexdisasterresponse,andthe“engagedhumanities”(viatheMellonscholarsprogramoncommunity-engagement).Initiativesalsoreachbeyondtheenrolledstudentpopulation

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andinvolvesenioruniversityleadership,localyoutheducation,andcommunity-basedorganizations.Taylorstaffandfacultyareofferingnewstepping-stonesanddiscretepathways.Tworecentonesare:

1. ExpansionofTaylorYourLife(TYL):buildinglooselyontheStanfordd.schoolcourseandbook(DesignyourLife),theTYLisexpandingaroundcampusviaanarrayof1-creditcareer-developmentcoursesopentoundergraduateand(separately)graduatestudents.JuliaLang,theTYLFounder,hasbeentrainingfellowtrainersaroundcampusinatraining-of-trainers(TOT)modelsupportedbyTulane’sAdvisingdepartmentstobenefitthestudentpopulation.

2. Graduatestudentcurricularpathways:Facultywillofferafor-creditacademiccourseasapilotinspring2018—asocialinnovationtoolkit.ThiswillallowstudentstogetacademiccreditforparticipatingintheFast48workshop,withothertheoreticalandpracticalcontentwrappedaroundthatthroughoutthesemester.Wearetestingthiscurricularoptionandwillbeexploringothergraduatestudent-orientedinitiatives.

3. Creativecommonsandopensourcelearningcurriculum:Modelingonotherpubliconlinecoursesandtheproliferationofmanuals,methodcards:wehopetoconsolidateandshareourownmodelsandcurricularofpublicandteam-basedworkshopstopromotemoreinteractive,hands-onlearning.

SteppingStonesandtheSpiralofLearningThissectionoutlinedsomeofthesteppingstonesfordifferentlearnerstostartontheirownspiraloflearning.Thesemightbeformalcoursesorlow-costorevenfreeworkshops.Nosingleexperiencewillteachtheprocessandmethods,butwithpracticeandovertime,learnerscanbuildskillswithsteppingstones,followingwhateverpathwaytheycan.Actualpathwayshavebeenforgedbyindividuals,profiledinthenextsection.7. ProfilesofLearners’PathwaysDesignthinkingisarecognizableprocessandsetofmethods,withbooks,methodcards,andvisiblesigns—stickynotes,teamsynthesis,creativeideas,etc.Yetitisnotthesametoeveryone.Peoplefromdifferentdisciplineswillpickupdifferentelementsandbringdifferentlenses/mindsetstoit.ThissectionofferssomepotentialanswersviashortprofilesofafewdistinctpeopleandtheiractualpathwaysthroughTaylorandSISE.LearnerprofilesaremodeledonaSISEalum,astudentfellow,TaylorCenterstaff,agraduatestudent,andaprofessor.HowareSISEandTaylorlearnersembracingdesignthinkingforsocialimpactandchangemaking?Whatdoesdesignthinkingasamindset,processandattitudemeanforthemandtheirlivesandcareers?Howcandesignthinkingcomplementotherwaysofproblem-solving,suchaspublichealthandpolicy-analysis?Howmightdesignthinkingcomplementotherdesignprofessions,suchasarchitecture?

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Thepurposeoftheseprofilesisjusttoshowarangeofwaysthatpeoplecanlearnandintegratedesignerlywaysofdoing,thinkingandbeing,evenwithoutaclearcurricularpathway.Theseprofilesarebasedonobservation,interaction,andconversationswithparticipantsinourprograms.Theyarenotintendedasaformalassessmentofskillsorapplicationsorthefullrangeofpotentialpathways,butjustasinspirationsandexamples.

v Designliteracyforcampus-communitycollaboration:S--,isaSISEAlum,abusinessmajor,whobroughthisexperienceinlearningdesignthinkingtobearinrunningalocalnonprofitworkinginfoodsecurityandfresh-foodaccess.HereachedouttoTaylorstafftosupporttheintegrationofdesignthinkingforsocialimpactintoagrantproposal.Withthepilotfundsinhand,wejointlyworkedtoinserthuman-centereddesignskillsforyouthinvolvedinthecommunityfoodproject.LearningDTinSISEallowedStobedesign-literate,abletonavigatethecollaboration,respecttheneedfor‘messyprocess’,andleadadiversemulti-institutionalteamwithconfidence.

v Integratinghuman-centeredthinkingintoprofessionaldesignpractice:K--,aTulanealum,could

notfittheSISEminorintoherstrictscheduleasanarchitecturestudent.Instead,shelearnedhuman-centereddesignasaTaylorstudentfellow,gettingpaidtolearntorunworkshops,learncoachingfirst-hand,andpracticingcommunicatingitverballyandviamaterials.K--continuedaftergraduation,advancingherpracticeviaconsulting.Shecannowintegrateitintoworkasanarchitect.Hernon-curricularlearningexperiencesallowedhertopracticewithdiverseaudiencesandintegrateitintoherprofessionalpractice.

v Designshapingascholarlyresearchpath:A—,asaTulanegraduatestudent,hadnocurricular

optionsopentoher.Shefollowedherownpathwayand“connectedthedots”amongdifferentsteppingstones.SheparticipatedinthefirstFast48workshopin2013,thenservedasthecommunitypartnerforthenextin2014,thencamebacktolearntocoachasmallteam(synthesis)in2015-2016,thenledlargegroupsthroughthecrashcoursecycle.Alongtheway,shewroteanacademicresearchpaperfeaturingdesignthinkingandservedasateachingassistantforadesignthinkingclass.Shewashiredasstaffoncampus,anddevelopedandtaughtintroductorydesignworkshopsforanAmeriCorps/Vistaprogram.NowstudyingforherPhdineducation,AisintegratingDTinastudyontheroleofeducationinaddressingcomplexsocialproblems.SheabsorbedDTviatheavailablesteppingstonesofworkshops,classroomandstaffpositions;shehasforgedherownpathwaytoacareerinappliedscholarlypracticeandteaching.

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v Designinachangemakingeducator’stoolkit:J—isastaff,educatorandprofessionaldevelopmentexpertwholearneddesignthinkingasacreativefacilitationprocessviaparticipatingintheFast48,thenbyleadingshortworkshops,supervisingstudents,andreadinganddevelopingherowndesign-richprogramsforchangemakingeducation.Jblendsdesign-thinkingwithliberatingstructuresandprofessionaldevelopmenttechniquestoinform“designyourlife”trainingandotherprogramsforthecampus.

v Designinganencorecareer:T-isascientistandprofessorwithakeenconcernforaddressing

ecologicalproblemsinsociety.T-tookthepaireddesigncrashcourseworkshopandwasinspiredaboutitspossibilities.Hecontinuestopracticedesignthinkinginhisclassroomwithstudentprojects,andisexploringhowdesignthinkingcanhelpaddressclimatechange.Hecanapplythemethodstohisownlearningandlifetrajectoryasaseniorfacultymember,whilehelpingstudentscultivatetheirchangemakingpathways.

v Others:Weimaginethatotherpeoplehavecarvedouttheirownpathwaysforlearningand

applyingdesignthinking,andthattheyhavedonesobuildingontheSISEminor,publicworkshops,theFast48,andotherlearningexperiencessuchas+AcumenHCDcourseandStartingBloc.Welookforwardtolearningmoreaboutoursteppingstonesanddifferentpathwaysthroughevaluationandfeedback.

DesignthinkingasacomplementtoacademicpathwaysMorebroadly,weseehowdesignthinkingoffersnew“hats”thatcomplementspecificformsofacademicandprofessionalformationcommononauniversitycampus.Herearetwodistinctexamplesthatstandoutascontrastingstyles.Eachproblem-solvingapproachcanbenefitfromdesignthinkingindifferentways:

v Fortheprofessionalanalystandpolicy-maker,trainedtovaluerigorousevidencefollowingthescientificmethodtoleadtopublicsolutions,designthinkinghighlightscreativewaysofseeing,focusedattentiontospecificpeople,andwaysoflearningbydoing.Aconventionalapproachtopublicsectorproblem-solvingdominatespublichealth,public-policy,planningandrelatedsocio-economicanddemographicfields.Thisapproachismodeledasalinear,drawn-out,multi-stagedapproachthatreliesonreductionistsocialtheoriesandconceptsof“bestpractices”thatwecanidentify,evaluate,andreplicate.Academicsexplorewhatisknownabouttheproblemand(human)populationwithinapositivistdisciplinarystanceusingtechniquesofeconomics,thehardsciences,andepidemiology.Acceptedformsofliteraturearepeer-reviewedpublishedresearchintheacademicjournals.Later,policy-makersareexpectedtoabsorbthefindingsandenvisionasolution,butthishappenselsewhere.Furthermore,theproblemitselfisnotalwayschallengedorinvestigatedbuttakenforgranted.Theprocessofseekinginsightsandtheprocessofdesignofaninterventionremainsa“blackbox”.Despitebeingexaminedviasocio-demographiclensesandcategoriesofgender,age,socio-economicstatus,theintendedbeneficiarypopulationarenotdeeplyunderstoodasdistincthumansintheseprojectdesignandevaluationmethodologies.

o Thus,forpeopletrainedwiththistypeofpopulation-basedapproachtopolicy-makingandsocietalproblem-solving,designthinkingoffersaframeworkandasetoftoolstounpacktheblackboxofthedesignstage—tobringtothe(somewhatvague)“projectdesign”phasemoreattentiontospecificaudiencesofusers.Ithelpsgeneratevaluableknowledgebymovingmorespeedilyalongparallellinesofqualitativeresearchwith

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people,hands-onlearningbyrapidprototyping,anddirectfeedbackandevaluation.

v Foraprofessionalcreative,anartistordesigner:Designthinkinghighlightsthevalueofethnographic,empatheticexplorationandtestingovertimewithrealpeopletodevelopdesignsthatreflectthosewantsandneedsandsolvetheiractualproblems.Aconventionalapproachinsomeoftheprofessionaldesigndisciplinesemphasizestheelementsofplace,materialselections,structuralrequirements,aesthetics,clientrelationships,andotheraspectsofthediscipline.Thespecificend-usermayreceivelittleattention.Evidence-baseddesign,community-engagement,andpublic-interestdesignarearms,sub-culturesorsub-disciplineswithinarchitecturalpractice,forexample,thatoverlapwithvaluesofhuman-centereddesignandemphasizeiterativedesigntestingwithusersrelevanttotheproject.Learningdesignthinkingiscomplementarytoprofessionalarchitecturaltrainingbyintroducingnewskillsofinformationcollection,pre-designsynthesis,andengagementwithusersthroughoutthelengthofthedesignprocess.Human-centereddesigncanbroadenthescopeofconventionalarchitecturaldesignandpracticetoencouragearchitecturaldesignerstofocusearlierandlongeronindividualusersandtheirexperiencesovertime.

v Other:Weimaginethereareotherdistincttypologiesofapproachestoproblem-solvingthatcanbeenrichedbydesignthinkingindifferentways,andweareopentosuggestions.

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PartIII.LookingForward8. AnoteonresearchandscholarshiparounddesignthinkingLikemanyothers(i.e.,Kelleyetal,2013;Manzini,2015),weareproponentsofseeingdesignthinkingasausefulandwidelyrelevantapproachtoproblemsolving,socialinnovation,andvalue-creation–notjustinthebusinessandcorporateworld,butforeverydayconcernsandforsocietalwickedproblems.Wethusconcernourselveswiththetheory,practiceandevidenceofdesignthinkingasapracticeforsocialimpactandhowwecanspreadandunderstandthiscraft.Webelievethateveryonehasarighttodeveloptheirdesigncapacityandliteracyfortheirownneedsandthegreatergood.Yetatthesametime,thisisarelativelynewfieldofaction,anditisverynewatTulane.Weseektogenerateknowledgearoundthefollowingquestions:

◊ Doesdesignthinkingworktodeliversocialinnovation?Howso?Whichparts?Forwhom?

◊ Howshoulditbetaught,andtowhom?

◊ Howcandesignbeintegratedintoresearch,education,practice?

◊ Whoisleftoutinwhatwedo?

◊ Whatareunintendedconsequences?TaylorCenterandaffiliatedfacultyoffertrainings,readinggroups,andseminarsthatserveprofessors,doctoralstudents,andotherscholars.Anyoneconcernedwithacademicresearchandknowledge-generationindifferentformsmayjointheconversationandpursueresearch.Thisissuespanstherealmsofscientificenquiryandrigorousobjectiveevaluations(ontheonehand),tointerpretiveenquiryandcriticalandconstructivistperspectives(ontheother).Scholarlycomplementstothehands-onlearningofdesignthinkinginclude:independentstudy,internships,researchpapers,academicseminarssocialentrepreneurshipprofessorships,andscholarlyresearchondesignthinkingforsocialimpact.

• MPHstudentscanresearchthedifferentliteratures,produceannotatedbibliographiesandcriticalandsystematicreviews;theycansharefindingsthatareusefulforpublichealthpractice,andhelpdocumentthefieldandfindexamples.

• Doctoralstudentsexploretheouteredgesandunintendedconsequencesoftraininganddiffusingdesign-thinkingmindsetsandpractices,perhapsofferingnewwaysofthinkingabouttheroleofdesignthinkinginfieldsofeducation,povertyalleviation,environmentalchange,andothersectors.

• Humanitiesdoctoralstudentscanbuildacoherentapproachandagendaforcommunity-engagedresearch,drawingfromdesignthinking,socialimpactandsocialinnovation,tobringtotheiracademicpositionsandresearchagendas.

Whatevertheapproach,wethinkitisvaluabletoreadandwriteaboutitcriticallyandrigorously,butalsofromapositionofdeepunderstandingofdesignthinkingasaprocess,throughdoingitfirst-hand.

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9. NextStepsBasedonourlearningoverseveralyears,inlightoftheTaylorForwardstrategicplanning,andinresponsetodemand,weseeseveralareasoffocus,expansion,andquestioning:1. Assessmentandlearning:Wehavemanyquestionswewouldliketoaddressaroundtheclassroomandworkshopsettings:

• Howdoourdifferentlearnerstakeonhuman-centereddesign?Dothemindsetsandmethods‘stick’withindividualsovertime?Aretheyabletousedesignthinkinginvariousdomains?

• Howcanweteachmoreeffectivelyandefficiently?Whatkindsofexampleswork,ofwhat,why,andforwhom?Whereandwhatistheroleforhands-onpracticewith“real-world’problemsandchallenges?Whereistheplacefortheory,reflection,hypotheticalscenarios,makingthings/fabricationexperience,etc.?Howdowecombinetheseelements?

• Whereandhowdocommunityorganizationsandotherpartnersfitintopromotelearningofdesignmethodsandmindsets?Whatdotheyneedtolearn?Wheremightitbeanundueburdenonanyorganization?

• Doesdesignthinkingreallyworkforourlearnerstodevelopthesocialinnovationsandachievesocialimpact—fordisadvantagedandmarginalizedpeoples,inthreatenedurbanneighborhoods,andforspecificsocietalandenvironmentalchallenges?

Anecosystemapproachsuggestswelooknotonlyatindividuallearning,whichvariesbystudentandcourse,butalsoatthehealthandresilienceofthegreaterecosystem.

2. Trainingourteamandtrainingoftrainers:Spreadingdesignthinkingforsocialimpactacrossourcampusandcommunitymorewidelyisconsistentwithacapacity-buildingmodel,anecosystemapproach,andthevaluesofTaylorasaneducationalcenterwithafocusonequityandsocialinnovation.(Incontrast,otheruniversitycentersanddesignthinkingagenciesmightaimtoowncertainskillsandabilitiesin-housesoastooffervaluableexpertisefordesignfacilitationandresearch,forexample.)Tospreaddesignthinkingaspartofchangemakingeducation,weneedtrainers.Thisinturnrequiresmorestaffand/orTOTprogramstohelpdesign,deliverandscalelearningexperienceswithinasocialinnovationandchangemakercontext.Whoarethesepeople?Wherearethesepeople?Whereistheroleforprofessionallytraineddesignerstoenrichdesigneducation?Howmuchcanbelearnedin-house?3. Mainstreamingacultureofdesignwithinaninstitution:TaylorCenter’sgoaliscultivatingandconnectingchangemakers,peoplewhopossessqualitiesofempathy,abiastoaction,anabilitytotestbymakingsomethingtoshare,andotherchangemakerqualitiesneededtoaddressourwickedsocietalproblems.Designthinkingcapacitiesareneededacrossallswathesofsociety,andanorganizationcannotjustrelyonprofessionaldesignersalonetobringthesecapabilities.Weneed“diffusedesign”capacityascalledforbyEzioManzini(2014,2015).MainstreamingofDTcapabilitiesisastrategyconsistentwithTaylorandAshokaUvaluesofchangemaking;thiscanpromoteinstitutionalculturesthatsupportthesemindsetsandhelpusembracethemessyandambiguousdesignprocesses,andnotjustputupbureaucraticobstacles.Spreadingdesignthinkingasculturemeansitcouldbecomeaneverydaypractice.Imaginedesignthinkingasanormforpromotingcreative,collaborativeactionindifferentsettings.Itwouldbevisibleintheseways,forexample:

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• enhancedempowerment,agencyandengagement—morecitizensinvolvedmoreactivelyinpublicdebates

• morecreativethinking:moreemployees,workersinspiredbyaskingdifferentquestions:“Howmightwe...?”(not“Whydon’twe”)anddaringtoimagineadifferentfuture

• an“apprenticewithaproblem”approach(Papi-Thornton,2017)andtakingtimetoexploreaproblemmoredeeplyandseekunderstandingbeforejumpingtosolutions,inourorganizationsandcommunities,askingthe“5Whys”(seeLiberatingStructures.org)

• Moreopenproblemdefinitionandagendasetting:morepeopleparticipatingindefiningandredefiningthesocietalissuesthatneedattention

• Betteruseoftimeandresources:shorter,intensivesprints,seekingmoreiterationsandallowingforon-goinglearning,ratherthanconventional,extended3-yearprojectcyclesofresearch,pilot,launchandformalevaluations

• Embracingambiguityandrapidprototypingmindsetsandactivities,allowingmessestoeruptandgettingcomfortablewithnotknowingwhereoneisgoing

Theseandotherdesign-lednormsandpracticeswouldbemorevisibleinbehaviorsandpracticesinourworkplaces,clubs,groups,communityorganizations,largeinstitutions.Giventhisislong-termaimofinfusingdesignthinkingfor“everyoneachangemaker”,whatisourstrategy?Isourcurrentplanappropriate?4. TheTaylorForwardstrategyemphasizesEquity,Community,andResearch/scholarship.Nextstepsshouldthusincludereflectingonhowcurrentpathways,frameworksandstepping-stonessupporttheseaimsindiffusingdesignthinkingforchangemakers(ornot;wherewefallshort).Thisispartofalargerevaluationproject.

Figure15:AMashUpofFrameworksforDesignThinking

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ReferencesThesearejustthereferencescitedhere.Thisdocumentisnotintendedtobeacomprehensiverevieworresourceforliteratureonthefield.Wehopethatwillbeafutureprovocation.AshokaU.Exchange2017keynotepresentation,“ThePromiseandPerilsofSocialInnovationEducation,”liverecording,https://www.youtube.com/watch?v=63HeTNZ5OpU&index=2&t=0s&list=PL4c_sUqnnlfHKz_J6vO5DTKsfoM4vi2YB.Brown,T.,&Wyatt,J.2010.“Designthinkingforsocialinnovation.”StanfordSocialInnovationReview,8(1),30–35.Buchanan,R.1992.“WickedProblemsinDesignThinking.”DesignIssues,8(2),5.https://doi.org/10.2307/1511637IDEO(Ed.).2015.Thefieldguidetohuman-centereddesign:designkit(1st.ed).SanFrancisco,Calif:IDEO.Kelley,DavidandTomKelley,2013.CreativeConfidence:UnleashingtheCreativePotentialWithinUsAll.CrownBusiness,NewYork.Manzini,E.2015.Design,wheneverybodydesigns:anintroductiontodesignforsocialinnovation.Cambridge,Massachusetts:TheMITPress.Papi-Thornton,Papi.2017.TacklingHeropreneurship.Monographandwebsiteathttp://tacklingheropreneurship.com/LastaccessedJuly20,2018.Rowe,P.G.1987.Designthinking(5thprint).Cambridge,Mass.;London:MITPress.StanfordUniversityHassnoPlattnerInstituteofDesign(“d.school”)websitehttps://dschool.stanford.edu/TaylorCenter,2016,TaylorForward2017-2020.InternaldocumentsofthePhyllisM.TaylorCenterforSocialInnovationandDesignThinking,TulaneUniversity.SISE,2011.“Aproposalforasocialinnovationandsocialentrepreneurship(SISE)majorprogramatTulane.”InternaldocumentsoftheTaylorCenter.

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Appendix1. AdditionalBackgroundontheSISEMinorforUndergraduatesTheminorinSocialInnovationandSocialEntrepreneurship(SISE)isopentoanyTulaneundergraduate(inanymajorordisciplineofstudy)whosuccessfullycompletesthissequenceofSISEcourses:

• SISE2010,anintroductorysurveycourse• SISE3010,thedesignthinkingclass• SISE3020,basicbusinessskills• SISE4020,leadershipforcollectiveimpact• SISE4000+levelpracticumorotherseniorcapstone-stylecourse• SISE4050,aone-creditseminarexperiencetakenalongsidethepracticum-elective.

Thisminorisacomplementtoanymajordegree.Somemajorshavebeenrepresentedmorethanothers;commonmajorsamongSISEminorstudentsarebusinessmanagement,finance,marketing,politicaleconomy,publichealth,environmentalstudies,internationaldevelopment,ecology,andsocialsciences.Increasingly,asapositivetrend,moreartsandarchitecturestudentstaketheminor.TheprogramteachestheSISEchangemakingtoolkit,whichblendsintellectual,criticalthinking,knowledge,withnormative,socialjusticeandecologicalsustainabilityknowledge,pluspractical(business-mindedness),andimaginative,creativedesignandvisioningtools(designthinking)asdifferentwaysofthinkingandknowing.Theuniquecorecurriculumasdesignedemphasizescommunityengagement,designthinkingandlearningbydoing”(SISEMinorproposal,2011).Designthinkingwithintheminor:TeachingDTtakestheformofaregularsemester-long,4-creditcourse.Itwasconceivedasa“practical,experience-basedintroductiontodesignthinkingforundergraduateminorsfromanydepartmentsordiscipline...toprovideskillsforstudentstobridgetheiracademicdisciplinetoreal-worldproblems...”(SISEMinorproposal,2011).SISE3010hasbeentaughteverysemestersincespring2013,andisnowofferedtwiceasemesterreaching30-40studentseachyear.Institutionalhomeandhistory:Theminordatesbackto2011whenthenAssistantProvostRickAubrydevelopedtheproposalforsocialinnovationdegree,workingwiththefirstcohortofendowed“ProfessorsinSocialEntrepreneurship”fromacrossthecampustosupportthenewSISEprogramandrelatedeffortsandresearcharoundsocialentrepreneurship.TheSISEminorhasbeenhousedintheTulaneSchoolofArchitecturesince2013,forvariousadministrativereasons.In2016,weremovedtherequirementforECON1010,introductiontoeconomics;thishadbeenintendedasscreentomanageenrollmentandasafoundationofrelevantcontent,butinfacttherequirementjustpreventedmanystudentsfromproceedingwiththeminoratall.WethenlatemadetheBusinessclassrequiredforbusinessmajors,andtheDTclassrequiredforall,includingarchitecturestudents.AllthecoreSISEclassesarethusrequiredforallstudentsregardlessoftheirdegreeprogram.ThisputsalltheSISEminorstudentsintothesamesequenceofcoursesovertime,enhanceslearningandcohort-building,whilehopefullybroadeningaccesstotheprogramforawiderdiversityofapplicants.Asofmid-2018,theSISEminoristhesecondlargestminoronthecampus,servingstudentsfromanydisciplineandmajor.Weareworkingtoclarifyandrefineourchangemakerlearningoutcomes.Somemightdebatewhetheranyuniversityshouldpromotechangemakingandsocietalproblem-solvingandindeedsomefacultyhaveobjectedtotherequirementsforservicelearning,communityengagement,andSISE(“it’snotwhatauniversityisfor”).Wethinktheuniversityisbigenoughformanyapproachesandwesupportchangemakingeducationfortheliberalartsstudent,aswellasprofessionalgraduatestudents,facultyandstaff,andothermembersofourcommunity.