Academic Catalog


Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 2
Hours: 2 lecture per week (24 total per quarter)
Advisory: Experience with internet software tools, browsers, hyperlinks, online media resources, and basic skills using a computer.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Communicate the benefits of disruptive innovation and mindset awareness.
  • Define and explain the design thinking process and disruptive innovation.


Students delve deeper into design thinking to hone skills in facilitating the design thinking methodology when working in groups. Special attention is given to using the design thinking process for exploring how to bring positive disruptions and shifts in mindsets in order to arrive at innovative solutions.

Course Objectives

The student will be able to:
A. Define and explain the design thinking process and disruptive innovation
B. Analyze disruptive innovation and mindset shifts needed for best case uses in education, business, industry and government
C. Research the opportunities available to implement design thinking process
D. Communicate the benefits of disruptive innovation and mindset awareness
E. Apply the design thinking process
F. Develop strategies for effective design thinking activities, based on audience
G. Create case uses for education, business, industry and/or government audiences

Course Content

A. Design Thinking and Disruptive Innovation Process Definition and Explanation
1. Empathize, Define the problem, Ideate, Prototype, Test
2. Stanford and IDEO Connections
B. Disruptive Innovation and Mindset Shifting Processes and Their Best Case Uses
1. In Education
2. In Business
3. In Industry
4. In Government
C. Opportunities Available to Implement Design Thinking Process
1. Locally/Contextually
2. Community-Based
3. World-Based
D. Benefits of Disruptive Innovation and Mindset Awareness
1. Benefit Identification
E. Design Thinking Process Applications
1. In Education
2. In Business
3. In Industry
4. In Government
F. Strategies for Effective Design Thinking Activities
1. Partnering/Small Group
2. Building Community
3. Contextual and Empathetic Facilitation of Activities

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with LCD projector, whiteboard, and a demonstration computer connected online. Computer laboratories equipped with online PCs and/or Macintosh computers, network server access, and printers.
B. When taught via the internet: Students must have current email accounts and/or ongoing access to computers with email software, web browsing capability, and access to the World Wide Web.

Method(s) of Evaluation

The student will demonstrate proficiency by:
A. Developing a project utilizing design thinking and integrating principles of disruptive innovation and mindset awareness for the participant's specific purposes, whether educational, business-related or personal.
B. Presentation of their web-based project to peers.
C. Making constructive contributions to class discussions.

Method(s) of Instruction

During periods of instruction the student will be:
A. Listening actively to lecture presentations delivered in student-centered learning style by taking notes, following demonstrations, or completing an activity
B. Participating in facilitated discussions of live presentations, readings or video presentations
C. Presenting in small group and whole class situations

Representative Text(s) and Other Materials

Instructor-assigned notes and materials.

Example textbook:

Plattner, Hasso. Design Thinking Understand - Improve - Apply. Berlin: Springer, 2011. Print.

Although this text is older than the suggested "5 years or newer" standard, it remains a seminal text in this area of study.

When course is taught online: Additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered by email and on the World Wide Web, and discussion may be handled with internet communication tools.


Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Each week requires the student to read and analyze selected websites or student projects related to that week's topic.

B. Each week's topic requires a written response to a prompt that is turned in to the instructor for review. Each prompt is designed to be a draft of a section of the student's completed project. Instructor feedback should be reflected in the final product.

C. Each week's topic requires the student to participate in a weekly discussion prompt based on that week's readings and assignment. Students are to respond to other students' responses offering support, suggestions, alternative ideas, and resources.



Instructional Design/Technology