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

  • Define and explain the design thinking process as it applies to education.
  • Identify at least three challenges in education today.


Student-participants who are familiar with the design thinking process, originally created by the at Stanford University, will develop innovative and collaborative solutions to real world challenges in education. Focus is on developing a project that would be easy to implement in a school environment and allow for immediate engagement in the design process by making and doing.

Course Objectives

The student will be able to:
A. Define and explain the design thinking process as it applies to education
B. Identify at least three challenges in education today
C. Apply the design thinking process
D. Develop a project that solves at least one challenge in a real K-12 school

Course Content

A. Definition and explanation of the design thinking process as it applies to education
1. Similarities of education-based design thinking challenges
2. Difference of education-based design thinking challenges
B. Identify at least three challenges in education today
1. In a public school setting
2. In a private school setting
3. In an alternative (independent school, continuation school, incarcerated youth, etc.) school setting
C. Apply and plan the design thinking process
1. To a public school challenge
2. To a private school challenge
3. To an alternative school challenge
D. Develop a project that solves at least one challenge in a real K-12 school
1. Research and document chosen challenge and stakeholders involved
2. Presentation of final project to authentic audience with critical feedback for implementation

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 for the participant's specific purposes
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:

Spencer, John, and A. J. Juliani. LAUNCH: Using Design Thinking to Boost Creativity and Bring out the Maker in Every Student. San Diego, CA: Dave Burgess Consulting, 2016. Print.

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