Considering Research Questions
Here I am again, back with more things to consider. It feels almost like a coincidence that I'm currently experiencing the very thing I'm trying to talk about, Design Thinking, as a process for refining ideas, and getting down to what works, and what doesn't.
I sent out my latest revisions for research questions and the response actually triggered some helpful conversations. First, let me start with the questions I sent out:
1. How can design thinking be used to create a more effective means of mentoring which will enhance the quantity of knowledge through service learning between students and industry projects?
The feedback for this was interpreted as: "How do I design a method to get that knowledge to the students?" The assumption is I am creating something for this. If I choose to go the route where I can create a website which houses a body of creative professional mentors, workshops, and training opportunities for students readying themselves to enter the field.
I'm not sure if this is specific enough though. Maybe I could restate like so:
2. How can design thinking be used to create a more effective means of mentoring students pursuing professional fields in the Arts?
3. How can design thinking be used to create a more effective means of mentoring students pursuing professional fields in the Arts, to enhance experiential learning opportunities between students and industry projects?
Another question below:
4. How do we take real-world experience and put it into the design phase to help bridge the skills gap between students and industry projects?
This seemed to resonate well with each non-design person I spoke with, but I was told I don't need to say anything after the word "phase". Is that true? Does it feel well enough defined? These are the questions running through my mind.
Finally, this was one I felt was overlooked but spoke directly to the skills gap:
5. How can colleges bridge the skills gap for students entering the field by using designerly ways of thinking, to educate and inform students of real-world expectations beyond the classroom?
Before this semester I never heard of the term designerly. Coincidently enough, neither had anyone else I ran this by. They were quick to relate things to the Design Thinking process, with very little knowledge of it, but a general understanding. I still feel like I'm getting the same feedback. I'm told to think about bringing the experience into the way we teach through design thinking, designerly ways of thinking, and applying critical thinking with testing into the mix. Will this eliminate the skills gap, no. People I've spoken with