CSD233 — Design Thinking

Students will work individually on a case study provided by the instructor. They are expected to read the case thoroughly and answer a structured set of MCQs and short-answer questions. The MCQs will assess their grasp of DT terminology and stage sequencing, while short answers require them to define the core user problem from the case, ideate feasible solutions, and justify a prototype with a testing approach. They will be evaluated based on accuracy in MCQs (15 marks), correct problem identification and POV formulation (5 marks), quality and originality of proposed solutions (5 marks), and feasibility of the prototype and test plan (5 marks).

Rubric
To analyze a real-world case study and apply Design Thinking stages to identify user problems, generate solutions, and propose a test plan.

In this capstone project, students will work in teams and take a problem either assigned by the instructor or identified by themselves, and apply all five stages of the design thinking process: Empathize, Define, Ideate, Prototype, and Test. Students are assessed on empathetic research (3 marks), a clear problem statement in the Define phase (3 marks), diversity/creativity/feasibility of ideas in Ideation (3 marks), how well the prototype reflects the chosen idea (4 marks), gathering user feedback and iterating in Testing (3 marks), a structured visual presentation (2 marks), and a well-organized project report documenting all stages (2 marks).

Rubric
To enable students to apply the entire design thinking framework to a real-world or user-centered problem, demonstrating their ability to ideate, prototype, and iterate based on user feedback.

MCQ based

Rubric
To assess students' understanding of fundamental concepts, definitions, principles, and factual knowledge.