DESIGN THINKING BOOTCAMP SYLLABUS   Rationale :     Companies are increasingly looking for employees with training in Design Thinking and   innovation .   For example , companies like Procter and Gamble and GE have incorporated Design   Thinking into their strategy and marketing .   Innovation is also central to the mission of Leeds .    While the Leeds curriculum has a number of opportunities for students to develop entrepreneurial   skills that aid the innovation process , there is still opportunity for more focus on innovation- specific skills and strategies such as Design Thinking .   This course will offer an immersive   experience in Design Thinking as a tool for innovative idea and strategy development .     Additionally , Leeds is always seeking to develop stronger relationships with the external Boulder   community .   In this class , students work with local businesses and develop continuing   relationships with local community members .      As mentioned , the world and its challenges demand a new breed of professional — those who are   trained to drive innovation , no matter the situation , industry , or problem .   Design Thinking is a   process pioneered at the IDEO and the Stanford d.school . This process draws on methods from   engineering and design , and combines them with ideas from the arts , tools from the social   sciences , and insights from the business world     Course Description : 

 Students start in the field , where they discover the needs of the target audience . They then iterate   ideas on teams to develop a range of promising possible solutions , create rough prototypes to   take back out into the field , and test with real people in the target audience . 

 Throughout the course students will work on three different challenges ; one focused on product   design , one focused on service design and one focused on systems or business design .   By   starting with a very tangible challenge around product design , students will be able to hone their   skills in the process before moving into more complex challenges around business and systems   level design .   All challenges will be addressed in partnership with a local business that poses a   problem they are currently facing .   In pilot programs for this class , businesses have implemented   a number of ideas developed by students .     The course will be teamwork - oriented , but students will also complete readings and independent   activities that support the group work and ensure individual depth of knowledge .       Course Objectives 

 •   Expose students to the design process as a tool for innovation . 

 •   Develop students ’ professional skills in client management and communication . 

 •   Demonstrate the value of developing a local network and assist students in making   lasting connections with the business community . 

 •   Students develop a portfolio of work to set them apart in the job market . 

 •   Provide an authentic opportunity for students to develop teamwork and leadership skills . 

 Learning Outcomes     Design Process 

 1 . Students develop a strong understanding of the Design Process and how it can be 

 applied in a variety of business settings 

 2 . Students learn to research and understand the unique needs of a company around 

 specific challenges 

 3 . Students learn to build empathy for target audiences from different “ cultures ”   4 . Students learn to develop and test innovative ideas through a rapid iteration cycle 

 5 . Students learn how to create physical prototypes / a visual representation of an idea   6 . Students develop the willingness to take a risk and the ability to deal with failure 

 Professionalism 

 1 . Students develop professional interpersonal and presentation skills   2 . Students develop professional communication skills such as interviewing and crafting 

 professional emails 

 3 . Students learn to take ownership of the quality of their work and final products   4 . Students understand their duty to maintain ethical standards in product and strategy 

 design 

 a. Students understand the long term impact of design decisions 

 5 . Students understand the value of and have tools to develop a strong network 

 Leadership and teamwork 

 1 . Students develop self awareness of personal leadership style and how to effectively work 

 as a member of a team 

 2 . Students collaborate on a variety of projects   3 . Students develop communication skills necessary to facilitate high performance team 

 formation and maintenance ( e.g. , leveraging the skills and abilities of all team members ,   valuing cross - disciplinary / cultural contributions , engaging in difficult conversations and   resolving conflict ) 

 Course Organization :     Module 1 : Intro to Design Thinking and Product Design     Day 1 :    Introduction to Design Thinking 

 Assignment :   Creative Confidence , Ch 1 “ Flip ” 

 Exercise :   Car Maintenance Introductory Challenge 

 Day 2 :    Introduction to Design Research Strategies 

 Assignment :   Complete Design Research plan 

 Exercise : 1st client presentation and Plan Design Research 

 Day 3 :   Introduction to Synthesis 

 Assignment : Creative Confidence : Ch 4 “ Leap ” 

 Exercise : Synthesis ( Identifying insights and opportunities ) of Product   Challenge findings 

 Day 4 :   Introduction to Ideation and Prototyping Strategies 

 Assignment : Target Audience Testing – Tim Chi Video on rapid iteration 

 Exercise : Ideation and prototype for Product Challenge 

 Day 5 :   User Testing   Assignment : Read : The Hard Science of Teamwork + self and peer   assessment of team participation 

 Exercise : Test Final ideas with product client 

 Module 2 : Team Work and Service Design     Day 6 :    Team work discussion + Launch of Service challenge   Assignment :   Read “ Mapping the lives of users ” by Jan Chipchase   Exercise :   Peer feedback and group discussion on teamwork reading   Exercise : Presentation from new challenge client 

 Day 7 :    Design Research - tools for observation + immersion 

 Assignment :   Complete Design research for service client 

 Exercise :   Plan and begin to implement research phase 

 Day 8 :    Journey mapping and ideation   Assignment : Rapid iteration cycles 

 Exercise :   Journey mapping and idea generation 

 Storytelling :   clear communication of top concepts 

 Day 9 :    Develop Final Presentations   Assignment : Prepare Final presentations   Exercise : Develop Presentations in small groups   Exercise : Practice presentations with Peer Feedback 

 Day 10 :    Final Presentations and Leadership Styles discussion   Assignment : Read : Leadership that Gets Results , Daniel Goleman +   Complete Peer and self evaluation and leadership styles worksheet   Exercise : Final Presentations to Clients   Exercise : Leadership styles activity 

 Module 3 : Business or Systems Design 

 Day 11 :    Launch final challenge – system or student challenge   Assignment : Read Business Model Canvas CH 1 and complete draft of   Business Model Canvas for project .   Exercise : Leadership Styles reflection and peer feedback   Exercise :   New Challenge presentations 

 Day 12 :    Business Model Canvas and Design Research 

 Assignment : Complete Design Research 

 Exercise :   Develop Group Business Model Canvas 

 Exercise :   Plan additional Research phase 

 Day 13 :    Visualizing ideas   Assignment : Test ideas + Storytelling reading ( Made to Stick , Chip and   Dan Heath , Introduction pp 3 - 24 ) prepare one minute storytelling video .   Exercise :   Group Synthesis – Using tools of choice   Exercise :   Develop visual representation of ideas 

 Day 14 :    Communicating ideas and effective storytelling 

 Assignment : Finalize final presentations 

 Exercise :   Guest speaker on effective presentations 

 Exercise :   Share drafts of final presentations for feedback 

 Day 15 :    Final Presentations and class celebration 


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 BOOTCAMP SYLLABUS   Rationale :     Companies are increasingly looking for employees with training in Design Thinking and   innovation .   For example , companies like Procter and Gamble and GE have incorporated Design   Thinking into their strategy and marketing .   Innovation is also central to the mission of Leeds .    While the Leeds curriculum has a number of opportunities for students to develop entrepreneurial   skills that aid the innovation process , there is still opportunity for more focus on innovation- specific skills and strategies such as Design Thinking .   This course will offer an immersive   experience in Design Thinking as a tool for innovative idea and strategy development .     Additionally , Leeds is always seeking to develop stronger relationships with the external Boulder   community .   In this class , students work with local businesses and develop continuing   relationships with local community members .      As mentioned , the world and its challenges demand a new breed of professional — those who are   trained to drive innovation , no matter the situation , industry , or problem .   Design Thinking is a   process pioneered at the IDEO and the Stanford d.school . This process draws on methods from   engineering and design , and combines them with ideas from the arts , tools from the social   sciences , and insights from the business world     Course Description : 

 Students start in the field , where they discover the needs of the target audience . They then iterate   ideas on teams to develop a range of promising possible solutions , create rough prototypes to   take back out into the field , and test with real people in the target audience . 

 Throughout the course students will work on three different challenges ; one focused on product   design , one focused on service design and one focused on systems or business design .   By   starting with a very tangible challenge around product design , students will be able to hone their   skills in the process before moving into more complex challenges around business and systems   level design .   All challenges will be addressed in partnership with a local business that poses a   problem they are currently facing .   In pilot programs for this class , businesses have implemented   a number of ideas developed by students .     The course will be teamwork - oriented , but students will also complete readings and independent   activities that support the group work and ensure individual depth of knowledge .       Course Objectives 

 •   Expose students to the design process as a tool for innovation . 

 •   Develop students ’ professional skills in client management and communication . 

 •   Demonstrate the value of developing a local network and assist students in making   lasting connections with the business community . 

 •   Students develop a portfolio of work to set them apart in the job market . 

 •   Provide an authentic opportunity for students to develop teamwork and leadership skills . 

 Learning Outcomes     Design Process 

 1 . Students develop a strong understanding of the Design Process and how it can be 

 applied in a variety of business settings 

 2 . Students learn to research and understand the unique needs of a company around 

 specific challenges 

 3 . Students learn to build empathy for target audiences from different “ cultures ”   4 . Students learn to develop and test innovative ideas through a rapid iteration cycle 

 5 . Students learn how to create physical prototypes / a visual representation of an idea   6 . Students develop the willingness to take a risk and the ability to deal with failure 

 Professionalism 

 1 . Students develop professional interpersonal and presentation skills   2 . Students develop professional communication skills such as interviewing and crafting 

 professional emails 

 3 . Students learn to take ownership of the quality of their work and final products   4 . Students understand their duty to maintain ethical standards in product and strategy 

 design 

 a. Students understand the long term impact of design decisions 

 5 . Students understand the value of and have tools to develop a strong network 

 Leadership and teamwork 

 1 . Students develop self awareness of personal leadership style and how to effectively work 

 as a member of a team 

 2 . Students collaborate on a variety of projects   3 . Students develop communication skills necessary to facilitate high performance team 

 formation and maintenance ( e.g. , leveraging the skills and abilities of all team members ,   valuing cross - disciplinary / cultural contributions , engaging in difficult conversations and   resolving conflict ) 

 Course Organization :     Module 1 : Intro to Design Thinking and Product Design     Day 1 :    Introduction to Design Thinking 

 Assignment :   Creative Confidence , Ch 1 “ Flip ” 

 Exercise :   Car Maintenance Introductory Challenge 

 Day 2 :    Introduction to Design Research Strategies 

 Assignment :   Complete Design Research plan 

 Exercise : 1st client presentation and Plan Design Research 

 Day 3 :   Introduction to Synthesis 

 Assignment : Creative Confidence : Ch 4 “ Leap ” 

 Exercise : Synthesis ( Identifying insights and opportunities ) of Product   Challenge findings 

 Day 4 :   Introduction to Ideation and Prototyping Strategies 

 Assignment : Target Audience Testing – Tim Chi Video on rapid iteration 

 Exercise : Ideation and prototype for Product Challenge 

 Day 5 :   User Testing   Assignment : Read : The Hard Science of Teamwork + self and peer   assessment of team participation 

 Exercise : Test Final ideas with product client 

 Module 2 : Team Work and Service Design     Day 6 :    Team work discussion + Launch of Service challenge   Assignment :   Read “ Mapping the lives of users ” by Jan Chipchase   Exercise :   Peer feedback and group discussion on teamwork reading   Exercise : Presentation from new challenge client 

 Day 7 :    Design Research - tools for observation + immersion 

 Assignment :   Complete Design research for service client 

 Exercise :   Plan and begin to implement research phase 

 Day 8 :    Journey mapping and ideation   Assignment : Rapid iteration cycles 

 Exercise :   Journey mapping and idea generation 

 Storytelling :   clear communication of top concepts 

 Day 9 :    Develop Final Presentations   Assignment : Prepare Final presentations   Exercise : Develop Presentations in small groups   Exercise : Practice presentations with Peer Feedback 

 Day 10 :    Final Presentations and Leadership Styles discussion   Assignment : Read : Leadership that Gets Results , Daniel Goleman +   Complete Peer and self evaluation and leadership styles worksheet   Exercise : Final Presentations to Clients   Exercise : Leadership styles activity 

 Module 3 : Business or Systems Design 

 Day 11 :    Launch final challenge – system or student challenge   Assignment : Read Business Model Canvas CH 1 and complete draft of   Business Model Canvas for project .   Exercise : Leadership Styles reflection and peer feedback   Exercise :   New Challenge presentations 

 Day 12 :    Business Model Canvas and Design Research 

 Assignment : Complete Design Research 

 Exercise :   Develop Group Business Model Canvas 

 Exercise :   Plan additional Research phase 

 Day 13 :    Visualizing ideas   Assignment : Test ideas + Storytelling reading ( Made to Stick , Chip and   Dan Heath , Introduction pp 3 - 24 ) prepare one minute storytelling video .   Exercise :   Group Synthesis – Using tools of choice   Exercise :   Develop visual representation of ideas 

 Day 14 :    Communicating ideas and effective storytelling 

 Assignment : Finalize final presentations 

 Exercise :   Guest speaker on effective presentations 

 Exercise :   Share drafts of final presentations for feedback 

 Day 15 :    Final Presentations and class celebration
### Output: 