Table_1_Using the Design Thinking Process to Co-create a New, Interdisciplinary Design Thinking Course to Train 21st Century Graduate Students.docx

Background: Our instructional team at the The University of North Carolina at Chapel Hill led an innovative project that used IDEO.org's design thinking process to create a brand-new interdisciplinary graduate course, housed in the school of public health, titled Design Thinking for the Public Good. We offer our course design process as a case study of the use of design thinking for course design.Methods: We collected data and generated insights through a variety of inspiration, ideation, and implementation design thinking methods alongside members of our three stakeholder groups: (2) faculty who teach or have taught courses related to design thinking at our higher education institution; (2) design thinking experts at ours and other institutions and outside of higher education; and (3) graduate students at our institution.Results: We learned that interdisciplinary design thinking courses should include growth-oriented reflection, explicit group work skills, and content with a real-world application.Conclusions: Our course design process and findings can be replicated to design courses regardless of area of study, level, or format.</p

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Supplemental material, sj-jpg-1-hpp-10.1177_15248399221129864 for Examining the White Supremacist Practices of Funding Organizations for Public Health Research and Practice: A Composite Narrative From Female, BIPOC Junior Researchers in Public Health by Elizabeth Chen, Deshira Wallace, Cristina Leos and Yesenia Merino in Health Promotion Practice</p