Design Thinking for Innovation 

 Peer - graded Assignment : Reflection 

 1 . Challenge 

 I am a member of faculty member of the university that looking on the welfare of the students .   Here we are looking on how we can provide the support mechanism to the students from first   generation and low income students . Here , we applied one of the design thinking methodology   to understand elements that lead to success in higher education among first generation and   low - income students . Through this exercise , we would like to determine what are the support   systems that can be offered to this group in order to succeed or overcome their challenges that   faced by them . 

 2 . Selection 

 In this exercise , storytelling tool is selected to be used to achieve a shared understanding of the   elements that leads to success in higher education among first generation and low income   students . Stories generate questions and questions expand the breadth and depth of stories ,   leading to lots of innovative thoughts and ideas . Storytelling becomes an important tool for   feedback , which is the basis of the iterative process of prototyping that lead to solutions . Stories   and prototypes are intertwined , explaining and repositioning experiences through a multitude of   potential interpretations , which allow me to test new solutions before committing exclusively to   a particular policy , program , or service . 

 3 . Application 

 We started the process by creating a storyboard of the problem domain through visualization of   the scenario of the case . To validate this , we have conducted the interviews with the first   generation / low - income students who have studied abroad and capture their stories . I believe that   listening with empathy is the first step toward explaining these unexplained transformations . 

 a. Preparation of the Storytelling exercise      Firstly , we audience is first generation and low - income students . A group of different   background , example 12 students as the personas will be invited to this session . 

    In this exercise , on average , 1 - 2 hours of time is required . Add or subtract time depending   on the breadth of the experience . For this activity , the number of participants are one   facilitator and two or three story - mappers . 

    Other than the targeted audience , other group that should participate in this exercise are   the core team , typically consisting of the product owner , project manager , design lead ,   technical / development lead . 

    We prepare the supplies , which a large chunk of wall space or Post - it tabletop pads ,   Sharpies for each participant , different colored Post - it will be given . 

 b. Activity      In this activity , a set out a bundle of supplies for each participant that includes a Sharpie   marker and two colors of large size Post - Its is prepared . We also print - outs the project   goals . On the wall , we created a key that identifies what each of the Post - It colors mean .   In this exercise , the blue Post - It is the “ step ” and yellow is the “ user story . ” It ’s best to   start by explaining the exercise from start to finish so that every stakeholders can 

 understand how it works , what the goals of the exercise are , and what the output of the   exercise will be . The beauty of this activity is that it can be summed up very simply : the   personas ( students ) will be telling stories about how they grew up and managed the   challenges throughout the journey . To be more specific , they will be telling stories about   the way how they grew up and managed their journey until the university despite the   hurdles and challenges . What are the challenges and issues that they faced ? 

    From these stories I have created a prioritized backlog of features and functionality . This   useful model will outline the support systems that can be provided to this group of   audience . This will be summarized as the functionality , key feature bundles and/or   releases that will add the most value for users , and an understanding of any missing   features that need deeper exploration or vetting . 

    All the story by the personas are mapped out on a wall prior to meeting with the audience ,   so more can be discussed and accomplished in a shorter period of time . However , this   does n’t have to be done in order to host a successful story mapping session . 

    As this story is being read , I begin to map out ( in story - telling order ) each of the major   activities like . After that , once all questions related to basics of the story , I asked another   questions to ensure that we have covered as many of the use cases as possible .   For   example , what happens if students are having family issues during their life ? Try to map   out stories for these situations too . 

 4 . Insight 

    Listening to and empathizing with their needs , I gained enormous insights into the types of   support services and mentoring first gens feel will help them navigate the academic and social   challenges they face from the time they complete high school throughout college . Anxiety   and bewilderment are patterns of behavior I found among first generation low - income   students when they share stories about their first encounter with campus culture . 

    Many feel like outsiders , confused by the academy ’s social and academic expectations . The   social isolation , low self - confidence , and academic paralysis generated by these feelings seem   to melt away among first generation / low - income students who study abroad . Why ? What   happens when they and their middle- and upper - middle class peers travel to countries and   experience unfamiliar cultures and languages ? 

    It is also concluded that the changes in behavior among first generation / low - income students : 

 o An increase in confidence , self - efficacy , openness , perceptual acuity , resilience — 

 general effectiveness in cross - cultural situations . 

 o Are these trends anecdotal or are we really on to something ? Does study abroad add 

 value to the college experience of first generation / low - income students in ways that   are fundamentally different from their middle- and upper - middle class peers ? 

 5 . Feedback 

 The storytelling is a powerful communication tool that enables us as a human being to understand   more about our emotional experiences . This makes it an effective method to use during the design   process . It can be used during the design thinking process phases with a different goal in each   stage . Storytelling can help us to gather personalised emotional data about our consumer ’s   experience which can be hard to collect using other research methods such as the survey and   consumer journey mapping . 

 6 . Approach 

 Given that our team has already gone through several design thinking activities / tools and are at   this stage in the timeline , the storytelling is the appropriate tool . As previously mentioned , our   team needs to to understand elements that lead to success in higher education among first   generation and low - income students . Through this exercise , we would like to determine what are   the support systems that can be offered to this group in order to succeed or overcome their   challenges that faced by them . Future launch designs should reflect insight gained , progress made ,   and come closer to a compelling solution ready for full rollout . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Design Thinking for Innovation 

 Peer - graded Assignment : Reflection 

 1 . Challenge 

 I am a member of faculty member of the university that looking on the welfare of the students .   Here we are looking on how we can provide the support mechanism to the students from first   generation and low income students . Here , we applied one of the design thinking methodology   to understand elements that lead to success in higher education among first generation and   low - income students . Through this exercise , we would like to determine what are the support   systems that can be offered to this group in order to succeed or overcome their challenges that   faced by them . 

 2 . Selection 

 In this exercise , storytelling tool is selected to be used to achieve a shared understanding of the   elements that leads to success in higher education among first generation and low income   students . Stories generate questions and questions expand the breadth and depth of stories ,   leading to lots of innovative thoughts and ideas . Storytelling becomes an important tool for   feedback , which is the basis of the iterative process of prototyping that lead to solutions . Stories   and prototypes are intertwined , explaining and repositioning experiences through a multitude of   potential interpretations , which allow me to test new solutions before committing exclusively to   a particular policy , program , or service . 

 3 . Application 

 We started the process by creating a storyboard of the problem domain through visualization of   the scenario of the case . To validate this , we have conducted the interviews with the first   generation / low - income students who have studied abroad and capture their stories . I believe that   listening with empathy is the first step toward explaining these unexplained transformations . 

 a. Preparation of the Storytelling exercise      Firstly , we audience is first generation and low - income students . A group of different   background , example 12 students as the personas will be invited to this session . 

    In this exercise , on average , 1 - 2 hours of time is required . Add or subtract time depending   on the breadth of the experience . For this activity , the number of participants are one   facilitator and two or three story - mappers . 

    Other than the targeted audience , other group that should participate in this exercise are   the core team , typically consisting of the product owner , project manager , design lead ,   technical / development lead . 

    We prepare the supplies , which a large chunk of wall space or Post - it tabletop pads ,   Sharpies for each participant , different colored Post - it will be given . 

 b. Activity      In this activity , a set out a bundle of supplies for each participant that includes a Sharpie   marker and two colors of large size Post - Its is prepared . We also print - outs the project   goals . On the wall , we created a key that identifies what each of the Post - It colors mean .   In this exercise , the blue Post - It is the “ step ” and yellow is the “ user story . ” It ’s best to   start by explaining the exercise from start to finish so that every stakeholders can 

 understand how it works , what the goals of the exercise are , and what the output of the   exercise will be . The beauty of this activity is that it can be summed up very simply : the   personas ( students ) will be telling stories about how they grew up and managed the   challenges throughout the journey . To be more specific , they will be telling stories about   the way how they grew up and managed their journey until the university despite the   hurdles and challenges . What are the challenges and issues that they faced ? 

    From these stories I have created a prioritized backlog of features and functionality . This   useful model will outline the support systems that can be provided to this group of   audience . This will be summarized as the functionality , key feature bundles and/or   releases that will add the most value for users , and an understanding of any missing   features that need deeper exploration or vetting . 

    All the story by the personas are mapped out on a wall prior to meeting with the audience ,   so more can be discussed and accomplished in a shorter period of time . However , this   does n’t have to be done in order to host a successful story mapping session . 

    As this story is being read , I begin to map out ( in story - telling order ) each of the major   activities like . After that , once all questions related to basics of the story , I asked another   questions to ensure that we have covered as many of the use cases as possible .   For   example , what happens if students are having family issues during their life ? Try to map   out stories for these situations too . 

 4 . Insight 

    Listening to and empathizing with their needs , I gained enormous insights into the types of   support services and mentoring first gens feel will help them navigate the academic and social   challenges they face from the time they complete high school throughout college . Anxiety   and bewilderment are patterns of behavior I found among first generation low - income   students when they share stories about their first encounter with campus culture . 

    Many feel like outsiders , confused by the academy ’s social and academic expectations . The   social isolation , low self - confidence , and academic paralysis generated by these feelings seem   to melt away among first generation / low - income students who study abroad . Why ? What   happens when they and their middle- and upper - middle class peers travel to countries and   experience unfamiliar cultures and languages ? 

    It is also concluded that the changes in behavior among first generation / low - income students : 

 o An increase in confidence , self - efficacy , openness , perceptual acuity , resilience — 

 general effectiveness in cross - cultural situations . 

 o Are these trends anecdotal or are we really on to something ? Does study abroad add 

 value to the college experience of first generation / low - income students in ways that   are fundamentally different from their middle- and upper - middle class peers ? 

 5 . Feedback 

 The storytelling is a powerful communication tool that enables us as a human being to understand   more about our emotional experiences . This makes it an effective method to use during the design   process . It can be used during the design thinking process phases with a different goal in each   stage . Storytelling can help us to gather personalised emotional data about our consumer ’s   experience which can be hard to collect using other research methods such as the survey and   consumer journey mapping . 

 6 . Approach 

 Given that our team has already gone through several design thinking activities / tools and are at   this stage in the timeline , the storytelling is the appropriate tool . As previously mentioned , our   team needs to to understand elements that lead to success in higher education among first   generation and low - income students . Through this exercise , we would like to determine what are   the support systems that can be offered to this group in order to succeed or overcome their   challenges that faced by them . Future launch designs should reflect insight gained , progress made ,   and come closer to a compelling solution ready for full rollout .
### Output: 