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1.
Design thinking is a problem-solving methodology grounded in genuine empathy for the students and communities we serve, a commitment to define and focus on their needs, and the co-creation of prototyping solutions (Allworth et al., 2021).
Approaching an education system answering to industrialization in a digital era
2.
Design thinking aligns with student affairs, is person/student-centered, is not technology-based, has problem-solving empathy in understanding users' needs, is collaborative, and is participant-involved in solutions (Allworth et al., 2021).
How to assess changing the higher education system when it was built to support quotas
3.
Design thinking and student affairs are methods for creative problem-solving to address complex field problems. The approach aligns with the cultural values of student affairs practice. It is a strategy to foster equity and inclusion and is applied to assessment practice as a strategy for accountability and improvement (Allworth et al., 2021).
In Loco Parentis and adaptations
4.
Seek to understand how innovation and systems could be operationalized in higher education; often saw that students did not feel fully prepared for life beyond the university (Allworth et al., 2021).
“world readiness” over “workforce readiness”
5.
Like this social science, adaptation is human-centered for design thinking (Allworth et al., 2021).
Psychology in Higher Education
6.
Gagliardi et al. (2018) mention aggregated data being used beyond the campus to find employment, data tracking from different institutions to see a student's life from K-12 to college and employment, and policymakers’ influence on data and attempts to control it.
Adaptation of effective procedures from other fields to education and of education to other fields
7.
Power is a force that shapes society through individual productivity; the more productive you are the ‘better’ you are and therefore tend to have more ‘power’(Gregg, 2018).
Power
8.
Davidson (2022) discussed an instance where professors utilized less traditional methods to teaching/grading students in an attempt to be more equitable, and experienced success. This approach was also discussed in Blum (2020) with the need for ‘ungrading’ to make more attempts at equitable learning systems.
Equity
9.
Feelings of belonging can be fostered through environments and requires stakeholders to listen to the needs of and be empathetic to those needs (Strange & Banning, 2015).
Empathy
10.
Grading was created, dehumanizes, and perpetuates systemic inequalities; to dismantle this system we should move towards evaluations that focus on learning and human curiosity and spark intrinsic motivation (Blum, 2020).
Dismantling Systems
11.
Blum (2020) introduces the concept of ungrading and letting student outcomes be produced in ways that are more authentic as opposed to traditional grading systems. Similarly, Maki (2017) discusses the need for real-time assessment to help improve student outcomes.
Outcomes
12.
Fostering reciprocal relationships (collaboration) and acknowledging the importance of individual perspectives and experiences is paramount to critical thinking and engaged pedagogy (Hooks, 2009).
Collaboration
13.
The usage of predictive analytics and data analysis in higher education should be accompanied with a culture of evaluation and improvement. The authors highlight the need to refine statistical models and develop data pools on models effectiveness to ensure ethical and equitable practices (Gagliardi et al., 2018).
Assessment and criticism for improvement
14.
The authors Strange and Banning (2015) propose the Campus Design Matrix as a comprehensive way to integrate an institutions values, mission, goals, and provide a high quality educational experience (pg. 278).
“Magic Bullet” approaches
15.
Learning Reconsidered notes that though resources are limited in higher education, there are strategic approaches that support students success through focusing on the important outcomes of students instead of using resources on frivolous items (NASPA & ACPA, 2004).
Limited resources
16.
Student personnel leadership and practice was centered on the idea that students needed support through their educational aspirations, considering their needs, and including in their developmental needs. Edmund Williamson was a leader in the work of providing more developmentally inclusive college support services so that students (McCarthy, 2017).
Inclusive Leadership
17.
Authors highlight in Learning Reconsidered the caution on higher education systems on too quickly jumping onto trends in learning and teaching and support the prioritization of evidence based practices that produce positive outcomes. Authors encourage evaluation of trending approaches to ensure they are in alignment with institutional missions and goals (NASPA & ACPA, 2004).
“Trendy” Practices
18.
Some institutions built and maintain environments that are made without consideration of diverse needs and accessibility, symbolically presenting the values of the institutions (Strange and Banning, 2015).
Preservation of status quo
19.
Design thinking represents a significant shift in mindset within the field of student affairs, but interestingly, the assessment cycle that is considered best practice mirrors design thinking in many ways.(Allworth et al., 2021).
Integrating Design thinking into Assessment
20.
When applied to organizational culture, confirmation bias is the extent to which members of the organization tend to use new information to perpetuate the existing beliefs or stories in the culture. Change can be difficult for people and one might argue that it is easier to maintain current beliefs than to adopt a new belief system.(Allworth et al., 2021).
Culture of Change
21.
Setting goals and assessing outcomes is more complicated than we think according to Learning Reconsidered, however the efforts to achieve must be embedded into the initial environment so that students are aware of what they are working to achieve. (Keeling 2006)
Steps in Design Thinking Assessment
22.
It is important to evaluate change, whether it is intentional or unintentional (Allworth et al., 2021).
Change in Educational Organizations
23.
Working in student affairs often requires influencing student culture and implementing change over time to continually meet the changing needs of contemporary students.(Allworth et al., 2021).
Adopting Design Thinking in Student Affairs
24.
In Proactive Advising (UIA, 2021) we look at gaps that are found in the advising stages at Arizona State University. Specifically from first to second year. In this time there was assessment taken place to redesign the support system for undeclared students.
Transition Assessment Cycle
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