B
1)
Davidson (2002) indicated that the industrial age changed residences in America from rural to city-dwelling, resulting in a change in education. The greatest changes in higher education were made by Eliot in 1869 upon his presidency at Harvard University, changing the system of higher education similar to today. Davidson later mentioned that the impetus of change to address the technological era brought about by the class-blind accessibility of the Internet is needed in higher education.
Approaching an education system answering to industrialization in a digital era
2)
Davidson’s work (2022) showed the progression of leaving a Puritan system to an industrialized one and left questions on how to operate the higher education system in today’s digital world. Productivity as post-secularistic, measuring productivity by standardizing education in an industrialized America through GPA, standardized tests, and majors.
How to assess changing the higher education system when it was built to support quotas
3)
Davidson (2002) The initial systems of education that we know today were adopted from European countries where blank-blank-blank was practiced.
In Loco Parentis and adaptations
4)
The AACU has three main pillars to guide today’s students: empowerment through intellectual and practical skills, responsibility in the engagement of learning and society, and informed citizenship of their communities (NASPA & ACPA, 2004).
“world readiness” over “workforce readiness”
5)
Expanding counsel, psychologist Scott, Northwestern’s 1920 president, and Hopkins began vocational testing and building support services. Their trainee Lloyd-Jones’ dissertation
Psychology in Higher Education
6)
In 1960, Buckminster Fuller coined the term design science taking scientific principles and applying them to solve human problems that he believed could not be solved by politics or economics (Allworth et al., 2021).
Adaptation of effective procedures from other fields to education and of education to other fields
7)
Design thinking starts with humility and empathy, then explores history and healing (unlearning, reconciliation, and disrupt social norms and power) (Allworth et al., 2021).
Power
8)
Design thinking must actively build equitable communities by dismantling oppressive systems; this requires people to commit to actions that require equity, both in their personal and professional lives. Two models within design thinking that are equity focused are: liberatory design and equity centered community design. (Allworth et al., 2021).
Equity
9)
Within design thinking, empathy is fundamental to understanding the challenges and realities of the intended outcome, you should, in particular, find extreme users who have unique characteristics compared to the general population (Allworth et al., 2021).
Empathy
10)
Dismantling oppressive systems can be done through design thinking by bringing together sources of preexisting knowledge regarding the problem, summarizing the information, challenging current assumptions and clarifying issues, identifying ‘why’ you’re doing what you’re doing, and design and test ideas that bring down these systems (Allworth et al., 2021).
Dismantling Systems
11)
Design thinking is used as a tool to promote and produce an outcome of decolonization and equity (Allworth et al., 2021).
Outcomes
12)
Design thinking requires stakeholders to collaborate with students, and specifically emphasizes not ‘for’ them (Allworth et al., 2021)
Collaboration
13)
In design work, there are values to continue improving, through constant self reflective critic and through gaining others thoughts and perspectives, a designer can refine their design. This practice of critic forces designers to consider through various ways their designs impact users (Allworth et al., 2021).
Assessment and criticism for improvement
14)
Design thinking as a problem solving approach is seen as too vague and simplistic. As the complexities of the process are simplified and people too quickly buy into design thinking, design thinking becomes over inflated to as something that can magically fix large systemic and political challenges, which is not the case (Allworth et al., 2021).
“Magic Bullet” approaches
15)
In implementing projects, there are always constraints in resources on human resources, time, and financial commitments. To complete a successful project, time is required to fully commit to the creative process, there needs to be diverse perspectives, and people must be paid appropriately to commit to the process (Allworth et al., 2021).
Limited resources
16)
The problem solving process using design thinking requires intentional inclusion of interdisciplinary skills, diverse perspectives, and multiple experiences. Project leaders work in the area of consistently including in all stakeholders involved, and lead with influence to champion designs that can make a positive difference (Allworth et al., 2021).
Inclusive Leadership
17)
At times institutions and organizations jump into practices that are trending too quickly and oversimplify the processes involved in creating sustainable and holistic changes. Design thinking as a problem solving practice can be seen as simplistic and a quick check box in corporate spaces, however requires diverse perspectives, time, and human resources, and lowered barriers that limit creativity and empathy (Allworth et al., 2021).
“Trendy” Practices
18)
Design thinkings values the outcomes of innovative solutions and outcomes. However in practice, people in leadership and designers in the spaces with design making maintain and uphold biases, privilege, and power. These aspects can consciously and unconsciously direct problem solving with more desirable outcomes and preserve what is favorable within stakeholders (Allworth et al., 2021).
Preservation of status quo
19)
Integration of new practices requires organizational readiness to support it, which includes an understanding of the current values and culture (Kezar, 2018, p. 131).
Integrating Design thinking into Assessment
20.
Much of culture change depends on how deeply the stories within an organization’s culture are believed and embodied by the members of the organization.
Culture of Change (
21) Empathizing, Defining Goals and Outcomes, Ideating, Prototyping and Testing , and Assessment. (Allworth et al., 2021).
Steps in Design Thinking Assessment
22)
Higher education institutions would do well to intentionally deconstruct change resistance for this reason. Change can be positive and or negative.
Change in Educational Organizations
23)
Design thinking is a framework to foster innovation and by its nature, innovation is about responding to change factors with creativity. This is connected to organizational changes
Adopting Design Thinking in Student Affairs
24)
Develop Divisional/ Departmental Goals, Inform Decisions and Practices, Identify Outcomes Analyze and Interpret Data, Build or Connect with Services and Programs, Gather Data (Allworth et al., 2021).
Transition Assessment Cycle
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