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.


Student-participants who are familiar with the design thinking process, originally created by the at Stanford University, will work in groups to select a real world challenge project and create solutions. Focus is on working through the design thinking principles to develop and present prototype solutions for challenges that emerge from a wide variety of areas.

Course Objectives

The student will be able to:
A. Define and explain the design thinking process
B. Effectively work in groups to research the opportunities available to implement design thinking process
C. Develop strategies for effective design thinking activities, based on audience, in groups and across a broad spectrum of real-world challenges
D. Create and present prototype solutions to real-world audiences

Course Content

A. Definition and explanation of the design thinking process
1. Definition
2. Explanation of benefits
3. Effective collaboration
B. While in groups, researching opportunities available to implement design thinking process
1. Opportunities available locally
2. Opportunities available globally
C. Developing strategies for effective design thinking activities, based on audience, in groups and across a broad spectrum of real-world challenges
1. Networking connections to explore challenges
2. Personal challenges
3. Professional challenges
4. World challenges
D. Creation and presentation of prototype solutions to real-world audiences
1. Creation of prototype solutions to at least two challenges
2. Presentation of prototype solutions to real-world audiences
3. Critical feedback within groups and whole class

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, 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:

Brown, Tim, and Barry Katz. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. New York, NY: Harper Business, 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