Diversifying the Canon of Design Cases: Reflections on Documenting, Sharing and Curating Students’ Work

Re ections on Documenting, Sharing and Curating Students' Work 2Over the past two decades, design thinking has become a hype term in many fields across the globe.One advocate of design thinking, Tim Brown, author of Change by Design, defines it as "a discipline that uses the designer's sensibility and methods to match people's needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity" (86).In the context of higher education, design thinking has been valued mainly for its potential in three aspects: first, business educators advocate that by integrating design thinking, business students can acquire skills and mindsets beyond the rational-analytical model and can be guided in a project-based exploratory process that emphasizes iteration, prototyping and user-needs (Glen et al.); second, designer and design educators believe designers should expand their territory to achieve bigger goals as they "are entrusted with increasingly complex and impactful challenges" (Meyer and Norman 13);third, some scholars have noted the importance of incorporating design thinking or design-related courses into general education (Cross) and liberal arts education (Nesteruk and Martin).In conjunction with these discussions, it is imperative to explore the role of design thinking in day-to-day teaching practices.I will share my reflective teaching practices and pedagogical adjustments guided by the