DESIGN THINKING FOR INNOVATION FINAL PAPER 

 Challenge and Selection 

 My challenge occurred several years ago at work . I am a college business faculty member who teaches   management . One learning goal in my classes is to cover ethics , both personal and professional . I decided   to use the Design Thinking tool of Storytelling . I tell my own stories of observation and experience to   make a connection with the students and illustrate how complex ethics can be in the real world . I reasoned   that telling about actual unethical situations I had witnessed in my career would be the best way to convey   how important it is to abide by a personal and professional code of ethics and what can happen if   someone does not . This topic usually prompts informal discussions which allow for teachable moments .   Also , we can have “ story time ” in class when the content coverage gets too monotonous . Then we can   revisit stories and bring up new ideas the students have .     As noted in the Good Kitchen example from Fuenzalida , telling the stories of the elderly and the   workers ’ needs revealed solutions to the problem of “ poor nutrition . ” In a similar way , when students and   teachers come together to discuss the problem of “ poor ethics ” in classes , they can understand each other   and maybe realize the issue is really “ lack of information . ”     Application     How I did it . The opportunity was that students could learn about academic ethical dilemmas through   storytelling by the instructor . I decided to focus on academic ethical dilemmas to drive home the   importance of avoiding plagiarism or cheating on tests and assignments . I surveyed the class first to find   out : Did they know what academic integrity was ? Did they know the definition of plagiarism ? Did they   know what citations and references were for research papers ?     Most in the classes had a basic understanding of cheating on exams , but many had little knowledge   beyond that – especially on topics like collaboration or the use of outside resources on assignments . So , I   started going over basics in academic integrity in class through mini lectures . We also went over the   Student Code of Conduct at the University . I posted articles on academic misconduct at various   universities on our course website . I allowed for continued discussions on blogs on account of limited   class time and also allowed for anonymous comments in a turn - in pile that we used for daily work . As   they raised questions , we added those topics to the mini lectures followed by discussions .      Insights and Approach     I realized not all students were comfortable talking about academic ethics in a group setting and students   were at different levels in their knowledge . Therefore , the online discussions and anonymous options for   communication were important to encourage all students to engage . We needed to continue the dialog for   those who missed class or had a recent experience they wanted to share .      I was happy with the results of my storytelling , but now that I have taken the Design Thinking course for   Innovation , I would add a few new practices . In the future , I want students to be able to tell their stories ,   so I will allow for that by offering an optional assignment on a nongraded blog where they can share and   receive feedback from peers . I will also add more academic integrity resources to my webpage for the   course , so students know where to go to get reliable information . I will ask the students what they find   valuable as well ( from Efren Ruiz ’s lecture ) . 

 I believe this is an appropriate tool from the Design Thinking toolbox to use as the storytelling method   allows for the rich sharing of information on a topic that is often avoided by students and faculty . For   example , I tell the story of my professor who plagiarized my classmate ’s paper as his own . After the   student went to the Honors Council and they held a hearing , he admitted he did it and later resigned over   the issue rather than be fired . Most students are surprised that faculty too are held to a strict academic   standard and can be disciplined for their behaviors .      In the future I plan to monitor the progress of my storytelling technique over the semesters to determine   what works ( and hopefully what wows ) . I will revise the practices as we go as needed . For example ,   technology is a useful addition and now word processing programs can create research paper citations and   references for students . I will use the iterative process that we discussed in class to follow the process :   awareness → familiarity → knowledge → practice . I am glad I have now learned the Design Thinking   way to approach problems and know it will be useful in my career . 


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 FINAL PAPER 

 Challenge and Selection 

 My challenge occurred several years ago at work . I am a college business faculty member who teaches   management . One learning goal in my classes is to cover ethics , both personal and professional . I decided   to use the Design Thinking tool of Storytelling . I tell my own stories of observation and experience to   make a connection with the students and illustrate how complex ethics can be in the real world . I reasoned   that telling about actual unethical situations I had witnessed in my career would be the best way to convey   how important it is to abide by a personal and professional code of ethics and what can happen if   someone does not . This topic usually prompts informal discussions which allow for teachable moments .   Also , we can have “ story time ” in class when the content coverage gets too monotonous . Then we can   revisit stories and bring up new ideas the students have .     As noted in the Good Kitchen example from Fuenzalida , telling the stories of the elderly and the   workers ’ needs revealed solutions to the problem of “ poor nutrition . ” In a similar way , when students and   teachers come together to discuss the problem of “ poor ethics ” in classes , they can understand each other   and maybe realize the issue is really “ lack of information . ”     Application     How I did it . The opportunity was that students could learn about academic ethical dilemmas through   storytelling by the instructor . I decided to focus on academic ethical dilemmas to drive home the   importance of avoiding plagiarism or cheating on tests and assignments . I surveyed the class first to find   out : Did they know what academic integrity was ? Did they know the definition of plagiarism ? Did they   know what citations and references were for research papers ?     Most in the classes had a basic understanding of cheating on exams , but many had little knowledge   beyond that – especially on topics like collaboration or the use of outside resources on assignments . So , I   started going over basics in academic integrity in class through mini lectures . We also went over the   Student Code of Conduct at the University . I posted articles on academic misconduct at various   universities on our course website . I allowed for continued discussions on blogs on account of limited   class time and also allowed for anonymous comments in a turn - in pile that we used for daily work . As   they raised questions , we added those topics to the mini lectures followed by discussions .      Insights and Approach     I realized not all students were comfortable talking about academic ethics in a group setting and students   were at different levels in their knowledge . Therefore , the online discussions and anonymous options for   communication were important to encourage all students to engage . We needed to continue the dialog for   those who missed class or had a recent experience they wanted to share .      I was happy with the results of my storytelling , but now that I have taken the Design Thinking course for   Innovation , I would add a few new practices . In the future , I want students to be able to tell their stories ,   so I will allow for that by offering an optional assignment on a nongraded blog where they can share and   receive feedback from peers . I will also add more academic integrity resources to my webpage for the   course , so students know where to go to get reliable information . I will ask the students what they find   valuable as well ( from Efren Ruiz ’s lecture ) . 

 I believe this is an appropriate tool from the Design Thinking toolbox to use as the storytelling method   allows for the rich sharing of information on a topic that is often avoided by students and faculty . For   example , I tell the story of my professor who plagiarized my classmate ’s paper as his own . After the   student went to the Honors Council and they held a hearing , he admitted he did it and later resigned over   the issue rather than be fired . Most students are surprised that faculty too are held to a strict academic   standard and can be disciplined for their behaviors .      In the future I plan to monitor the progress of my storytelling technique over the semesters to determine   what works ( and hopefully what wows ) . I will revise the practices as we go as needed . For example ,   technology is a useful addition and now word processing programs can create research paper citations and   references for students . I will use the iterative process that we discussed in class to follow the process :   awareness → familiarity → knowledge → practice . I am glad I have now learned the Design Thinking   way to approach problems and know it will be useful in my career .
### Output: 