VIRTUAL: Learning. Life. Work.

Abstract

This paper examines the role of action research in a popular industrial design course to increase student engagement. Tapping into the student’s shared experience on campus, this Design Thinking course prompts cross-disciplinary students to use methods and skills to benefit their peers in a measurable way. After four semesters of observing the students’ successes, it became clear that constraining the projects to leverage first-hand shared experiences promoted more student investment. This project prompt resulted in a significant amount of educational commitment and many quality design solutions to campus infrastructure, product, systems, and spaces. Incorporating evidence from primary and secondary research into their design interventions, the students are motivated to problem-solve and practice empathy while working through the design thinking framework to develop innovative solutions. These outcomes are particularly evident in the rigor students show as they complete and apply the insights learned from assignments curated to best inform their unique human centered designs. These portfolio quality final designs and the results from their research may then be selected to be forwarded to senior leadership on campus for potential funding which inspires, incentivizes, and ensures practical application.