Use the systems thinking process initially proposed in the book “Design to Renourish” and any design methods (cultural probes, storytelling, user flows/personas, life cycle analysis, etc.) that make sense with your chosen topic and strategies. Document everything. Create a research database for the team you will share throughout the project.
Pick one of these general larger issues below and then propose a specific sub-topic to explore. Go deep into the problem following the Re-nourish systems thinking process to define and create a design solution that ideally is carbon positive. It is best to keep the sub-topic more local or regional. Small bets! The project will be critiqued in a public setting. (Teams of 3)
Health (e.g.) How might we make the Emergency Department waiting room more humane and user-focused?
Education
(e.g.) How might we improve education and expand learning opportunities for refugees worldwide?
Democracy
(e.g.) How might we design an accessible election experience for everyone? How can we more engage people to vote?
Planet
(e.g.) How can we effectively change our consumption habits, keep a high quality of life, and stop global warming?
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The Goals of Systems Thinking
Students will learn during this project:
At the end of the project, students should be able to:
At the end of the project, students should deliver:
Required Readings:
Required Films:
Resources & Inspiration:
This project was the first to implement the Design to Renourish Systems Thinking Toolkit in higher education. So, by definition it was an experiment. I learned a lot from working through the steps and discussing the readings with the students. One of the biggest takeaways was that the process is confusing as there is a lot of back-and-forth between each step and need for further research in each. However, as one student put it at the end of the project “it was a good confusion”.
The students, in general, saw the need for a more holistic view of a design project that includes more considerations for inclusiveness in culture and better regard and care for our natural environment. They saw the systems thinking toolkit as a good guide for them to, at this point, begin that journey to a more informed design practice. They hoped that more projects in their senior year included this level of systems thinking.
When I do this project again, I will give more time in the project for Step Two and Four (Mapping & Evaluating Outcomes), to ensure the students have fully explored mapping the problem(s) and really evaluating each out come deeply through research. I will also prepare a more detailed post-project survey for the students to help recommend ways to improve the assignment and suggest other readings and resources.
Benson, E. (n.d.). Systems Thinking for the Graphic Designer 101: A Toolkit for Making Positive Impact. Retrieved from https://teachingresource.aiga.org/project/systems-thinking-for-the-graphic-designer-101-a-toolkit-for-making-positive-impact/
Systems Thinking for the Graphic Designer 101: A Toolkit for Making Positive Impact<
Students: Emma Hichens, Jessica Jutzi, Casey McGinnis, and Matt Musial.
Project Goals
Students: Emma Hichens, Jessica Jutzi, Casey McGinnis, and Matt Musial.
Problem Map
Students: Emma Hichens, Jessica Jutzi, Casey McGinnis, and Matt Musial.