Design thinking and shared ignorance as a framework for student-faculty partnerships

A case study of the creation of teaching activities for wicked problems

Auteurs-es

  • Torstein Bolstad Department of Electronic Systems, Norwegian University of Science and Technology https://orcid.org/0000-0003-1785-2667
  • Anders Strømberg Department of Electronics Systems, Norwegian University of Science and Technology https://orcid.org/0000-0002-5950-644X
  • Sven Amberg Department of Electronics Systems, Norwegian University of Science and Technology
  • Ida Bjørnevik Department of Electronics Systems, Norwegian University of Science and Technology

DOI :

https://doi.org/10.15173/ijsap.v8i1.5614

Mots-clés :

design thinking, wicked problems, co-creation, student-faculty partnerships, power structures

Résumé

This case study describes and discusses how student-faculty partnerships can be strengthened through design thinking and the establishment of shared ignorance, i.e., an awareness of how none of the involved parties understands the problem or knows the optimum solution of the partnership project. As a case, we use a student-faculty project that aimed to develop course material for an electrical engineering course based on project work involving wicked problems. This project illustrates, through student and faculty reflections, how design thinking and shared ignorance can be used to subvert implicit power structures and strengthen the partnership and project outcomes.

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Références

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Publié-e

2024-05-13

Comment citer

Bolstad, T., Strømberg, A., Amberg, S., & Bjørnevik, I. (2024). Design thinking and shared ignorance as a framework for student-faculty partnerships: A case study of the creation of teaching activities for wicked problems. International Journal for Students as Partners, 8(1), 190–199. https://doi.org/10.15173/ijsap.v8i1.5614

Numéro

Vol. 8 No. 1 (2024)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Torstein Bolstad, Anders Strømberg, Sven Amberg, Ida Bjørnevik 2024

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

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