Improving the campus experience at the University of Toronto through student-led design
On Thursday, January 9, the Innovation Hub launched the third edition of our Design Thinking Experience Program (DTEP). As in our February and September 2019 programs, we are working with participants to understand and solve challenges at UofT using human-centred design thinking and empathy-based approaches. This time, in addition, we’re thrilled to welcome staff members back to our design teams.
By Anusha Arif, Writer
To design for students, we need to understand the student experience. Thus, the Innovation Hub prioritizes learning to listen—interviewing empathically and attuning ourselves to the world revealed through participants’ words. Though ‘listening’ is a basic skill, listening deeply is another art, and learning is an important part of the process. Some Innovation Hub members come with experience from anthropological, sociological, or other human-centred research, but many others are new to empathic interviewing. How does this learning process go for them? What do they find challenging and interesting?
By Darren Clift, Writer
Playing with sticky notes isn’t just for kindergarten classrooms. For universities and colleges who practise design thinking, these little pieces of paper serve as creative tools, and a wall covered in rainbow-coloured sticky notes can lead to big ideas. The Innovation Hub’s Transforming the Instructional Landscape (TIL) team experienced this earlier this semester, when we collaborated with our project partners at Academic + Campus Events (ACE) in a Journey Mapping session.
For the final View from the Inside post of this semester, Sharon Lam reflects on how we share our insights at the Innovation Hub. To read more reflections from Sharon, click here.
One of the final stages of Innovation Hub projects is reporting on our findings. This may be in the form of written reports, but can also include presentations and visualisations. Depending on the project, the audience of partners and stakeholders receiving our insights differs, but in each case, we want to clearly convey our insights, so our partners can use them to ideate and prototype. We do this in the form of “Design Principles”—aspirational themes to inspire and guide our partners as they develop solutions. While reports, presentations, and design principles need to be accurate, they also need to be memorable and moving.
For Alternative Reading Week (ARW) last month, the Innovation Hub worked for three days with a group of students interested in design thinking, discussing design thinking principles, working through collaborative data analysis, and creating art to represent the themes we uncovered.
By Eddie Huang and Charis Lam
Solving the problems of an increasingly complex world requires the education of critical and creative thinkers. Empowering educators to develop students’ integrative thinking skills—to help students “face … the tension of opposing ideas and … generate a creative resolution … in the form of a new idea [that] … is superior to each”1—is essential to developing the next generation of students. The I-Think Initiative works with K-12 students and educators to teach integrative thinking practices and explicit thinking techniques, which participants use to tackle real-world problems. Similarly, at the university level, the Innovation Hub gives students the tools of design thinking to tackle issues in campus life. Together, we see a need to reframe education at all levels to reflect the challenges of the modern world.
Continuing the View from the Inside series, Zahira Tasabehji reflects on the coding and data analysis process.
Zahira is studying Political Science, Psychology, and Education Studies at UTM. She’s passionate about transforming education, so her role at the Innovation Hub is the perfect place to use her leadership and creative skills to enhance the student experience!
By Darren Clift, Writer
Each cohort of students arrives at UofT with unique considerations and learning style preferences. Today’s students are digital natives; technology is a fundamental tool for socialization and self-improvement in their lives. Since students’ needs have changed, classrooms and teaching methods must adapt. A standard room with standard desks might not favour learning, while a standard lecture style might distract rather than inspire.
In the latest post of the View from the Inside series, Celeste Pang discusses the Innovation Hub sessions on participant observation and alternative methods for data collection.
Celeste is a PhD Candidate in Anthropology. She works in ageing and health-related research, and brings extensive experience in ethnography to her role in the Innovation Hub, where she leads the Family Care Office design team.
“Watch and learn.”
As a researcher trained in anthropology, asking critical questions and learning through observation and participation—ethnography—is a skillset that takes years to build. Yet ethnographic research draws upon, and builds from, basic aspects of human sociality and relationship-making.
Since September, I’ve led the Innovation Hub team working to gather student insights about mental health in partnership with the Presidential and Provostial Task Force on Student Mental Health. I’d like to personally thank everyone who came to our events in September and provided us with your thoughts. We appreciate you. We heard you and your voices matter.