DCM 110

Design Thinking:
Methods and Mindsets
“Tackling today’s global challenges will require radical thinking, creative
solutions and collaborative action”

Tim Brown – CEO, IDEO

What will I Learn?

This course is designed to give the student hands-on experience using a variety of Design Thinking and
innovation methods and mindsets. Design thinking is a proven process for uncovering user needs,
discovering underutilized resources, and creating solutions that balance desirability, feasibility and
viability through collaboration and co-creation.

Students will learn a variety of Design Thinking models from OpenIDEO, Stanford, Darden, and IIT.
Innovation tools and techniques such as Systematic Inventive Thinking, The Business Model/Value
Proposition Canvas, and The Knowledge Funnel will be applied to a 4-week product/service innovation
project. The students will also engage in a ten-week Design Thinking challenge lead by the instructor
where they will learn how to effectively collaborate remotely and face-to-face. By the end of the
semester the student will have gained confidence in utilizing Design Thinking and innovation methods
and mindsets, understand how to conduct human-centered design, how to test their solutions, be
comfortable with ambiguity, have a strategy to overcome roadblocks, a willingness to challenge their
own assumptions, and see the value in learning-launches.

Students who take this course will learn how to:

1. Apply Innovation tools and techniques to improve a product/service.

2. Develop and execute a method for testing projected improvements related to their product or
service solution.
3. Use a variety of Design Thinking models and mindsets to conduct human-centered design
4. Effectively collaborate with others remotely and in face-to-face settings.
What learning tools will I need?
Textbook 1: The Field Guide to Human-Centered Design by IDEO.org ISBN# 978-0991406319. This book is
provided free of charge in e-book format on I-learn. It is also available in paperback through
Amazon.com. It is not available through the university store.

 Post-it® Notes 3X3 ultra colors asst. #3200968 (Generic notes do not stick and should be
avoided)
 BLACK SHARPIE FINE #1326263
 BEGREEN® chisel dry-erase #3689987 or BEGREEN® chisel 5pk dry-erase #3690024
 1” white 3 ring binder with clear insert cover. #1356243
 12 Tab ready index divider #4403310
 Free accounts and mobile apps with SLACK, ASANA, Mural, and Trello

How will I Learn?

This course is designed to give the student hands-on experience using a variety of Design Thinking and
innovation methods and mindsets.

Objective 1: Apply Innovation tools and techniques to improve a product/service

In the first 4 weeks of the course, the student will be introduced to several innovation tools and
techniques. These tools and techniques will be used to create a measurable improvement to an existing
product or service. Using the Business Model Canvas and the Value Proposition Canvas, students will
become familiar with the target market for a specific product or service. With this clear understanding,
the student will then use Systematic Inventive Thinking (SIT) to make measurable improvements while
applying the concept of The Knowledge Funnel.

Outcome 1: Gain sufficient understanding of leading innovation tools and apply them to
improve an existing product or service.

Assessment 1.1: Each student will be required to memorize the parts of the Business
Model Canvas, Value Proposition, Systematic Inventive Thinking, and The Knowledge
Funnel. Students will be assessed on their ability to describe each part correctly.

Assessment 1.2: Each student will use the Business Model Canvas and Value Proposition
Canvas to identify the target market for a specific product or service. Evaluation will be
based on accurately applying information about the selected product or service to the
related part of each canvas correctly.

Assessment 1.3: Each student will use The Knowledge Funnel to identify the Mysteries,
Heuristics, and Algorithms or their selected product or service. Evaluation will be based
on the proper identification of these parts.
Objective 2: Develop and execute a method for testing projected improvements related to their
product or service solution.

Students will receive instruction on creating actionable and measurable product and service
improvements. As innovative solutions are designed, the student will be required to document how they
would measure the results to “prove” that the proposed innovation is an improvement over the existing
product. The short duration of the project will not allow actual testing so the projected testing will be
evaluated theoretically only.

Outcome 2: Gain sufficient understanding of testing methods so that the projected

improvement could be successfully evaluated.

Assessment 2.1: Each student will write a testing methods report that contains a
detailed process of how they would evaluate their improvement. Evaluation will be
based on the professionalism and completeness of the report.

Objective 3: Use a variety of Design Thinking models and mindsets to conduct human-centered design

During the 4-week project, students will be introduced to four of the most common Design Thinking
models. Each model will be compared and contrasted. In-depth instruction will be given to the
OpenIDEO model and to the tools found in the text book: The Field Guide to Human-Centered Design.
Using this guide, the student will develop and document empathy for the user of their product or service
and define what problem they are trying to solve through innovation tools and techniques.

During the 10-week project the student will use the IIT Design Thinking model to solve a team-based
design challenge.

Outcome 3: Gain sufficient understanding of leading Design Thinking models and mindsets and
apply them to solve a human-centered challenge.

Assessment 3.1: Each student will be required to memorize the Modes (phases of the
model) of the leading Design Thinking models. Students will be assessed on their ability
to describe each Mode correctly.

Assessment 3.2: At the beginning of each week, each student will document which
Mode of the model they are currently in, the mindset they are working under, and the
methods they have chosen. They will document what they hope to gain from the tool,
and then after using the tool they will report on what they actually gained from using
the tool and determine if they would make the same choice.

Objective 4: Effectively collaborate with others remotely and in face-to-face settings.

During the 10-week project, students will work remotely with the instructor and other students. Each
student will lean how to work effectively together with their locally team and with their remote team
using industry standard methods and tools such as Kanban, Agile, Slack, Asana, Mural, and Trello.
 Outcome 4: Gain sufficient understanding of leading collaboration tools and apply them to
improve team collaboration in remote and face-to-face settings.

Assessment 4.1: Each student will be required to memorize the Kanban and Agile
project management methods. Students will be assessed on their ability to describe
each method correctly.

Assessment 4.2: Each student will demonstrate their proficiency in using industry
standard tools for collaboration and management such as Slack, Asana, Mural, and
Trello. Assessment will be based on completing project dependent tasks in a formative
evaluation.

How will my progress be measured in this course?

Evaluation of the student’s progress will be done through quantitative and qualitative methods.
Assessments 1.1, 2.1, 3.1, and 4.1 will be assessed through conventional quantitative testing methods
where the student will be presented with questions related to the learning objective and required to
identify the correct answers.

The majority of the student’s progress in this course will be measured qualitatively through evidences of
progress (see Assessments 1.2,1.3,3.2, and 4.2) in the stated outcomes. Each piece of evidence will be
evaluated with a rubric identifying achievement in three levels: Knowing, Doing, and Becoming. Knowing
is being aware of and having knowledge about the tools and techniques required to achieve the stated
objectives. Doing is the ability to proficiently apply the tools and techniques required to achieve the
stated objectives effectively. As the student gains more experience applying the tools and techniques,
they will become intuitive in their understanding of what results to expect from using specific tools and
techniques in a given scenario.
The student’s goal in taking this course (course outcome) is to gain sufficient understanding of the
models, methods, and tools, to be able to apply them to the improvement of an existing product or
service. Each time they level-up within an individual outcome they will earn points (Knowing = 2 points,
Doing = 3 points, and Becoming = 4 points). The chart below shows a scenario where a student would
earn a minimum score for an A:

Course Outcomes:
Outcome 1: Gain sufficient understanding of leading innovation tools and apply them to improve an
existing product or service.

Outcome 2: Gain sufficient understanding of testing methods so that the projected improvement could
be successfully evaluated.

Outcome 3: Gain sufficient understanding of leading Design Thinking models and mindsets and apply
them to solve a human-centered challenge.

Outcome 4: Gain sufficient understanding of leading collaboration tools and apply them to improve
team collaboration in remote and face-to-face settings.

Outcomes Knowing (Aware) Doing (Proficient) Becoming (Intuitive) Totals

Innovation 2 2
Testing 2 2
Design Thinking 2 3 4 9
Collaboration 2 3 4 9
8 6 8 22

The instructor will keep a log of submitted evidence, feedback, and points earned that is accessible to
the student from I-learn along with a graph showing their current standing in the class.
The student’s final grade will be based on the student’s level of achievement in the course outcomes
(points earned) according to the University’s grade policy:

Sufficient Evidence –

“A” (22-36pts) represents outstanding understanding, application, and integration of subject

material and extensive evidence of original thinking, skillful use of concepts, and ability to analyze
and solve complex problems. Demonstrates diligent application of Learning Model principles,
including initiative in serving other students.

“B” (16-21pts) represents considerable/significant understanding, application, and incorporation of

the material. The student participates in the Learning Model as applied in the course.

Insufficient Evidence –

“C” (10-15pts) represents sufficient understanding of subject matter. The student demonstrates
minimal initiative to be prepared for class. The student participates only marginally in the Learning
Model.

“D” (6-9pts) represents poor performance and initiative to learn, understand, and apply course
materials.

Not Evident –

“F” (0-5pts) represents failure.

What about attendance?

Attendance is taken shortly after opening prayer. Being tardy, unprepared, or absent will not count
against your grade directly, however, this behavior will hinder your ability to prove progress in the
outcomes. If you are tardy or absent frequently you may be removed from your current group or
dismissed from the course at the instructor’s discretion.
Honor Code:
A contract is an agreement voluntarily entered by the parties. Once signed, a contract becomes law
between the parties. There are serious consequences for breaching a contract.

Each student signed an agreement to abide by the dress and grooming standards. There are
consequences for violating that agreement in this class. Students whose dress and grooming are not in
accordance with the BYU-I standards will be docked 3% of their grade for the course for each infraction.
No exceptions – no warnings.

Many companies have some form of dress code, absentee rules, meeting etiquette, stated corporate
values, code of ethics, and other such policies. The purpose of these policies is to establish order and
promote a professional atmosphere consistent with the organization’s values. As a condition of
employment, many companies ask employees to sign a document attesting they have read and agree to
abide by the policies. Violation of such policies are considered a serious breach of the employees honor
and commitment to the organization’s purpose which, is why violation can be grounds for immediate
termination.

BYU Idaho has a number of similar policies students have agreed to abide. They consist of the BYU Idaho
Honor Code, the Academic Honesty Policy and the Dress and Grooming Standards. These are in place to
ensure we enjoy an educational atmosphere consistent with the ideals and principals of The Church of
Jesus Christ of Latter-day Saints. Any student who breaks from the aforesaid code, policy, and standards
may be asked to leave the classroom.

Integrity is the most valued trait. Trust is earned – not bestowed. Once lost, it is difficult to regain.

Men and Women Campus Attire

Immodest clothing is any clothing that is tight, sheer, or revealing in any manner. Men and women
should be neat and clean and avoid being extreme or inappropriately casual in clothing, hairstyle and
behavior. Pants, slacks or jeans should not be patched, faded, frayed or torn and must be ankle length.
Hairstyles should be clean and neat, avoiding extreme styles and unnatural colors. Caps or hats should
not be worn in buildings. Shoes should be worn in all public campus areas. Flip-flops and other casual
footwear are inappropriate on campus. Shorts are not appropriate campus attire. Do not disfigure
yourself with tattoos or body piercings.

Women
Clothing is immodest when it is sleeveless, does not cover the stomach or is low-cut in the front or
back. Dresses and skirts should be knee-length or longer (even with leggings worn). No capris may
be worn on campus. Women may wear one pair of earrings.

Men
Hairstyles should be clean and neat, avoiding extreme styles or colors, and trimmed above the collar
leaving the ear uncovered. Sideburns should not extend below the earlobe or onto the cheek. Men
are expected to be clean shaven, mustaches, if worn, should be neatly trimmed and may not extend
beyond or below the corners of the mouth. Beards are not appropriate.
Course disclaimer and procedures:
The syllabus and other course documents represent a tentative outline and schedule for this class. The
instructor reserves the right to make changes, deletions, corrections, or additions during the course. Any
changes will be made with notice to the students during regularly scheduled class times. It is your
responsibility as a student to attend class and be aware of these changes.

Electronic Devices in the Classroom

The BYU-Idaho Learning Model envisions students who have come to class prepared to share ideas—
rather than merely receive them. Learning occurs through discussion in which each student listens
carefully to the comments of others and seeks the opportunity to add, as inspired, to what is being said.
In order to promote such a learning environment, the University requires, as general policy that electronic
devices be turned off during class time. These devices include laptop computers, cell phones and all other
electronic devices. In this course devices will be used as an integral part of the classroom activity. Students
must show discipline by not using these devices outside the current instructional activity.

Student Disability Statement:

In compliance with applicable disability law, qualified students with a disability may be entitled to
“reasonable accommodation.” It is the student’s responsibility to disclose to the teacher any special need
she/he may have before the end of the first week of class.

Harassment, Hazing, Intimidation or Aggressive Behavior

All forms of harassment including but not limited to verbal, physical, mental, sexual, including sexual
violence, hazing, intimidation, exploitation, or aggressive behavior that threaten or endanger the physical
or emotional health and safety of others is in violation of the Honor Code. To report these types of
behavior, contact the Student Honor Office at 208-496-9300, Kimball Building Room 270 or the Dean of
Students Office at 208-496-9200, Kimball Building Room 290.

Sexual Harassment
Sexual harassment is defined as any unwelcome conduct of a sexual nature. Sexual harassment may
include unwelcome sexual advances, requests for sexual favors and other verbal, non-verbal, or physical
conduct of a sexual nature. Sexual harassment of a student may deny or limit, on the basis of gender, the
student’s ability to participate in or receive benefits, services, or opportunities in University programs.
BYU-Idaho’s policy against sexual harassment extends not only to employees of the University but to
students as well. If you encounter sexual harassment or gender-based discrimination, or if you need
assistance or information related to allegations of sexual harassment, contact the Student Honor Office,
Kimball 270, or call (208) 496-9300.

Intellectual Property Rights:

All homework, tests, and labs are the intellectual property of BYU-Idaho and cannot be posted to any
public venue.