Design Thinking is a five stage process: (1) empathize, (2) define, (3) Ideate, (4) prototype, and (5) test. The process is illustrated below:
The Design Thinking 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. Our students learn this process together, and then personalize it, internalize it, and apply it to their own challenges.
An old adage states: “Tell me and I forget, show me and I remember, involve me and I understand.” Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.
Inquiry-based learning starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research.
Presentations of learning serve a variety of purposes; to explain, to inform, and/or to persuade. Presentations of learning can occur within a learning expedition, at the culmination of a learning expedition, and at other times when students have reason to demonstrate their understanding of a topic or concept. Presentations are often associated with a service learning project.
Service Learning occurs when there is a balance between learning goals and service outcomes. Service Learning differs from internship experience or volunteer work in its intention to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring. Service Learning is linked to real community needs that are designed in cooperation with community partners and service recipients. In service-learning, course materials inform student service and service informs academic dialogue.