YCISL Returns to On-campus with a “Popcorn with Colin”

March 28th, 2024

Last week, I hosted a group of high school students from Kanagawa Prefecture for the first on-campus YCISL program since 2019. And it was the first “Popcorn with Colin” session at Stanford; previously, PwC had only been online through Zoom in response to the pivot to remote education.

In this PwC, the focus was on Creativity, Uncertainty, & Real-World Problem-Solving. When I was ideating in preparation, I thought about two aspects of creativity application that sets Stanford-style education apart. The first is the concept of uncertainty – which I learned most when teaching environmental toxicology (ETox is full of uncertainty…and risk). Uncertainty was also a talking point early in YCISL taking Geert Hofstede cultural dimension examples from the book “Outliers” by Malcolm Gladwell (it was one of the books in the Stanford freshman orientation Three Books program in 2009). So, this PwC started on the topic of uncertainty – in everyday as well as academic terms.

The second concept introduced in the PwC was Real-World Problem-Solving. I recalled examples from various Stanford environmental courses where problem assignments are designed with intentional incompleteness – just like in the real-world where there are numerous gaps or questionable information. The idea was for students to learn to make guesses or estimates to come up with justified and plausible solutions. This approach to academic coursework aligns with high-level research where knowledge extensions and connections are made and tested.

With the above concepts set in a Stanford context, the students were then pulled into the YCISL-style of playful creativity. We started with the fast thinking exercises (“What do cows drink?”) then moved into the 30 circles exercise to demonstrate imaginative agility as well as transfer from mind to paper. We ended our creativity fun-fest with the Human Knot exercise to immersively showcase group problem-solving.

To complete the circle, I introduced a variation of the Design Sprint exercise just completed in the Sustainability Design Thinking course; partly to share what happened in an actual Stanford course, and partly to get the students to apply creativity, uncertainty, & real-world problem solving to a forward-thinking problem that may affect even their own future. In my view, this turned out to be very resonating as it brought in some of my latest thinking & experiences, & tasked the students with brainstorming along a timeline. The temporal flow was sweet.

This was a great way to get back to on-campus YCISL activity.

Getting Started: The IB Extended Essay

September 27th, 2023

I am preparing for an upcoming Popcorn with Colin where students at an IB school have been invited to discuss their ideas for an extended essay. The IB Extended Essay “…is an independent, self-directed piece of research, finishing with a 4,000-word paper” and a mandatory part of the IB Diploma program. I have an interest in this activity because I was an IB Diploma student when I was in high school, and still have vivid memories of my extended essay project work.

The plan for the Popcorn session is to open with a discussion about “what is research?” for the purpose of shared viewpoints and expectations.

Then we would move into a reveal-type segment where we explore the ideas that the students have for their extended essays. We would tease these ideas for creativity, connectedness & design thinking. Our discussion about creativity could look into personal curiosity, originality & innovation where concepts such as comfort zone, out-of-the-box thinking, and uncertainty. Connectedness would deal with awareness of published scholarly literature as well as personal experience, and how to support/justify a research project. And design thinking would be about sketching a human-centered problem statement and vision using the YCISL Innovators Toolkit method.

The third component of our session would be on the suggestion of the need for a research plan & the design elements; this is intended to encourage good documentation habits as well as methodical forward-thinking skills.

That’s probably plenty for our 90-minute session where I hope to have plenty of reciprocal learning.

Teaching: Sustainability Design Thinking (Part 4)

May 5th, 2023

It’s been a couple of days since I initially wrote up some notes about preparing to co-teach Sustainability Design Thinking this summer. Another thought just popped up. It relates to the YCISL equation:

KI + EI -> LI

For this equation, we posit that the limiting factor is EI (emotional intelligence) which explains why there is so little LI (leadership intelligence) around. KI (knowledge intelligence) is relatively abundant, but variable in quantity and quality (thinking for a moment about Salman Khan’s idea about teaching for mastery as well as Jef Raskin’s thoughts about issues with knowledge).

That said, if we are to push EQ with regards to the course, we need to utilize the students’ existing KI as a base resource. There are two channels we could use: (1) academic learning, especially recent learning, and (2) personal experience. We should have students list their academic topics in the past year (active recall) and significant personal experiences in the past few months (waggle dance reasoning). Students could then research any of the items on the list to deepen their understanding. This may quickly lead to a useful KI so that we can move on to focus on EI.

DEZIGNBLÄST: A YCISL Internship Framework for Sustainability Design Thinking

May 3rd, 2023

In 2021, students in the YCISL Design Thinking Incubator workshop series were given the context of a design thinking firm with a Design Innovation Division in which they were interns. Their task was to produce concept proposals along a Sustainable Futures Initiative theme that would be vetted internally for potential presentation to prospective clients. This fictional design firm’s name was DezignBläst.

“As a part of our sustainable futures initiative, all concepts must promote sustainability features that enhance personal well-being. We are seeking ideas that persuasively shift human behavior and push the boundaries of people’s imaginations.”

The students were given a Request for Proposals (RFP) which contained a brief set of instructions about the scope and requirements.

We are planning to call upon the DezignBläst framework for the Sustainability Design Thinking course this summer at Stanford. This is to get students out of a perfunctory classroom mode of predictability into an innovation-oriented exploration field of uncertainty & potential surprises.

Tying in to the SUHSD mock interviews that I recently participated in, there is one goal where each student could insert a distinctive description of their course experience into their resume. This is about a student’s design thinking journey and a record of the life lessons they gain along the way. This is a story about growth, purpose and good memories.

Teaching: Sustainability Design Thinking (Part 3)

May 3rd, 2023

In Part 2 of this teaching reflection, I had mentioned individual and team as groupings for assignments. There is also the possibility of pairings – in terms of fixed pairs, or speed dating-type pairs where changes in the pairing are made quickly. Pairings could be even more interesting if there was not just equity and parity in the pairings, but we could have intentional mentor-mentee setups.

But the grouping I wanted to really add for consideration in this course is a “committee” comprising students and instructors would serve as mentors. We could form committees of students where they would be responsible for organization and execution. This experience would involved design thinking at a very different level and allow for leadership as well as interpersonal group dynamics lessons.

In YCISL, we formed a committee for the Sustainability in Education Roundtable (oooh, could we have a student-organized roundtable please? Pretty please?). We have also included in our YCISL program proposals, the idea of an editorial committee to publish mini-conference proceedings. This would help us as well to deliver a reference from which we could design accurate and precise resume statements about a student’s experience in this course (use asking-questions design thinking).

Teaching: Sustainability Design Thinking (Part 2)

May 3rd, 2023

I have written before how EQ should be used in preparing for and opening a course. Here are more thoughts as I design think what I would like to contribute to the Sustainability Design Thinking course this summer.

We could start with a pre-arrival survey like we have used in past YCISL workshops. This is mainly to raise potential talking points, but can also be used to set expectations using Adora Svitak’s reciprocal learning model.

Along with a topical overview, the instructors should communicate to students the work characteristics (form and load) and performance expectations. We could use the DezignBläst RFP from past YCISL workshops. For most students, this scenario should put them in an unfamiliar position and will reflect their EQ.

The students should be able to communicate to instructors early their learning preferences as well as strengths and weaknesses (academic knowledge as well as skillsets).

The type of work we require for the course should be different from their past experience to provide the opportunity to grow and learn. As in the Richard Nixon quote I have used of late in YCISL workshops, “Each day a chance to do something memorable for someone.” This short idea is full of EQ with timing, awareness and action. Students should be coached for success on their sense of timing and timeliness, a divergent-convergent thinking ability to assess awareness, and a 5-second rule propensity for EQ-rich action.

I imagine there will be a variety of assignments:

  1. in-class quick challenges such as the 30 circles test or water bottle feature list exercise.
  2. overnight individual or team observational and inspirational efforts to exercise Corita Kent’s “Look & See” and practice converging or merging ideas for innovative solutions.
  3. 1 week or longer development efforts that involve iteration and feedback loops.
  4. One or more term-long deliverables such as a video or portfolio package to give a memorialized close to the gamestorming framework of the course.
  5. In a way, we could also ask the students to reflect on their personal story or brand identity. We could perform mindfulness exercises to train the mind to navigate and explore their imagination. Very non-academic. Potently life-changing.

I hope these ideas will make it daylight. Right now, I am just imagining what we could do to make the course very forward looking.

Teaching: Sustainability Design Thinking (Part 1)

May 2nd, 2023

I have been invited to be co-instructor for the course CEE 176G/276G Sustainability Design Thinking in Summer Term 2023 at Stanford. This is not a new connection, but I will have greater-than-before involvement with instruction this time. I thought I would write three ideas for my part of this course.

  1. Engagement of the EQ (awareness and action) senses in design thinking projects with sustainability in mind.
  2. The concept of nudging into sustainability at an angle to be persuasive and human behavior changing will be explored.
  3. The Art of Environmental Sustainability Communication. Using the idea of “Sustainability has a PR Problem,” we can get students to practice communicating ideas over various modes. Perhaps we could use the YCISL DezignBläst framework for students to practice writing proposals for sustainability products, spaces & services.

These components will involve creativity where we will hope and expect that students can advance through rapid prototyping and brainstorming, and develop their design thinking skillset.

Question: How to Get an Internship (with the YCISL)?

May 1st, 2023

While at the Mock Interviews at Foothill College last week, I noticed a flyer about “How to Get an Internship.” I snapped a photo of the flyer. I have some thoughts to share about what factors were involved in selecting mentor interns for the YCISL program. But first, I will disclose that I got my first internship as a junior undergraduate in college…and it wasn’t as simple as sending an email with a resume attachment. It took a lot of legwork and communication. It worked out great in the end because this was the start of my path to a PhD.

Then there was the hard work (and luck) to get a postdoctoral research position (an internship by form and function) at Stanford University where I was fortunate to build my career of about 30 years. For this opportunity, I mainly credit (a) timing & timeliness which is mostly in the form of luck, and (b) a personality matching click which is difficult to predict. If I had to highlight three specific factors, I would list preparation (resume and past work), good listening and response skills, and authentic interest. But I am just guessing.

I will now reflect on 5 things that I favor when I search for mentor interns for the YCISL program. This list is in the order that the factor runs through my brain…

  1. Resume. Stanford students applying for a YCISL internship would upload their resume (and cover letter) onto Stanford’s Career Center Jobs database (currently Handshake). Non-Stanford students (usually high school students) would be asked to email me a resume. I would usually take two quick scans of the resume: first for an overall style to reflect on attentiveness to detail, and second for…
  2. Experience, Interests & Activities. I specifically look for hooks with the activities that I have planned for the YCISL program or would make for talking points in an interview. I would especially note engagement in group activities as well as vivid detail.
  3. Cover Letter. I look upon the cover letter as an indicator of the ability to collect and communicate thoughts lucidly and to-the-point. Word choice and persuasive language are key. Humility is also appreciated. Usually about one or two applications per season get rejected because of an un-compelling cover letter.
  4. Personality. The resume and cover letter can hint at the personality, but it really comes down to the interview. First impression is really important, and this might include dress, eye contact and the first spoken words. Beyond the first impression which usually takes about 1 minute, I try to drive a conversation using the talking points and observe responsiveness and soft skills.
  5. Connection. A connection to Stanford University was usually required. That was an easy one for Stanford student applicants, but high school student applicants were often family of colleagues through my Stanford work, or had attended Stanford programs in the past. I used this as a means to make sure Stanford culture was an inherent ingredient of our YCISL mentor staff.

To summarize, there are two parts: the remote pitch with the resume and cover letter, and the in-person pitch with the interview. For me, I was looking for trustworthy and dependable interns with initiative and motivation  so that I could focus on the students in the program. It worked out well.

Quickstart: Activities for the High School Resume

April 30th, 2023

This week, I participated as a volunteer mock interviewer for high school students in Career Technical Education programs offered through the Sequoia Union High School District. I met with 7 students in total that day. We practiced engaging in a discussion about skills and experience as well as reviewing a resume.

As I reflect on that experience, one of the main talking points was the listing of interests and activities. This really gets to the core of the YCISL program with the Proof stage representing the high school level of the YCISL leadership objectives. First, let’s list 20 ideas for interests and activities that could be on a high school student’s resume as Proof.

1. Sports (Recreational)
2. Sports (Competitive)
3. Community Service/Volunteer Work
4. Tutoring
5. Clubs
6. Science, Math & Engineering Competition
7. Fundraising
8. Work/Internship/Shadow
9. Music (Individual/Group)
10. Art/Graphics/Photography
11. Drama/Acting
12. Social Media/Blogging/Vlogging
13. Video Production
14. Writing (Technical)
15. Writing (Non-Technical)
16. Journalism/Newspaper/Yearbook
17. Travel
18. Computer Programming
19. Website Design
20. Small Business Entrepreneur

Next, so that any of these interests or activities become a part of your personal story, practice EQ and asking-questions design thinking so that you can include it in your storytelling resume. As an example, one of the students I met at the SUHSD interviews had included an experience where he helped an aunt with a catering business at an event. His resume had only functional points describing his role. We discussed the scene and activity to color the story. We started with Who? What? Where? When? Why? and How? Then I asked about anything particularly memorable or an opportune learning or growth opportunity. Finally, we talked about the emotional senses before, during and after the event to gauge motivation and mindfulness. If we had more time, we probably could have gone deeper to find the hook words, keywords and action words that best represent this experience on the resume.

By this method of developing a mind view, I hope high school students can find more value in their early experiences and discover memorable moments of success and happiness for their personal story.

Idea: Desktop Wallpaper Design Divergent-Convergent Thinking Exercise

April 27th, 2023

I have an idea for a YCISL Divergent-Convergent Thinking Exercise. Along with DCT, this exercise also involves brainstorming, rapid prototyping, fast thinking, design thinking, creativity and eq. We could also add an elevator pitch component with storytelling and your personal story elements.

Overview: In Canva, create a desktop wallpaper. We could assign various scenarios based on purpose and context.

Instructions: Divergent Phase: In Canva, set up a blank desktop wallpaper template. Add your text. Play with the font styles coming up with various prototypes. With the font prototypes, play with various color schemes for the text and monochrome background. As a last step, create versions with background images. Convergent Phase: Identify up to three prototypes that you think resonate the most. The criteria are up to you. Pitch Phase (optional): Design a 90-second elevator pitch around these selected prototypes providing a feature list, a story and an explanation of how it connects to your personal story. Assess the level of creativity, growth and mindfulness involved in this exercise.

I may have a chance to try this exercise out this summer in Sustainability Design Thinking. In the meantime, I will describe my experience reflected by the 9 designs in the gallery above in this wiki entry.

  • I started off with a black background to have lower computer screen glare. I also think a black background has a sophisticated vibe.
  • I chose three words related to the YCISL and intentionally selected words that rhymed so that they bounce around in the head together. I also feel the expression has a connected 3-step progression so there is an element of active listening (hearing, listening & understanding) involved.
  • I actually created 16 prototypes based on font type. The three font types shown in the gallery at the top are Courier Prime, Garamond and Agrandir Thin representing the more common type styles.
  • I then made a copy of the set of 16 prototypes and changed the background to white. As I started working on this WordPress entry, I found that I preferred having some contrast between the wiki image and the wiki background, and made another set with an off-white background (#f5f5f5). I feel both the white and off-white background sets work well. Putting a little red, blue or green tint would have been an interesting expansion, but I didn’t do it. That’s because I like to design exercises with sets of 3, and the 3rd step in this exercise is to…
  •  Use images for the background. Again, I did actually create 16 prototypes with various backgrounds, and the three shown in the gallery above are just by chance the ones for the three basic font typefaces. Still, I like the variability represented here where the water has a cool and dynamic feel, the orange slices image touches most of our senses, and the scenery background denotes place and time.

Another important note is that even with 16 font typefaces and three variations on the background, there is learning happening in this exercise. Preferences, new ideas and intrinsic motivation are being exposed. So if there is enough time in this exercise to conduct a second DCT cycle, that would be consistent with the way we do the Spaghetti Tower Marshmallow exercise (“Fail Early, Fail Fast”) as part of rapid prototyping.