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The pre-pandemic class emphasized in-person experiential learning through DT tools, discussion, studio work, and fieldwork with community partners. Remote delivery required intentional, empathetic community building, including sustained resident participation, race-related conversations, drop-in visits, guest lectures, social-media feedback, and panel critiques. 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A Design Thinking Class Responds to the Pandemic  \nLesley-Ann M Noel, North Carolina State University, USA  \nAbstract  \nThis case study describes many changes to the curriculum of a design thinking for social innovation class at a private university in New Orleans that were prompted by the COVID-19 pandemic. The pre-COVID version of the course offered a practical, experience-based introduction to design-thinking (DT) tools and methods. Students learned to apply these tools to social innovation for collective impact through discussion, studio and fieldwork, and close collaboration with colleagues and members of the New Orleans community. The challenge during the COVID-19 pandemic was how to re-create this experiential learning while working remotely. The paper aims to demonstrate how the pandemic-related changes such as the allremote delivery of instruction, community involvement, as well as a change in philosophy due to the racial unrest in the United States in 2020 led to a re-design of the class. The theme of the class, Sustainable Development Goal \\#3,“Good Health and Well-being'' was requested by residents of New Orleans, in light of the impact of the pandemic on communities of colour in the city. Despite being a remote class, the residents were also present in the class regularly throughout the semester. The remote delivery of the class forced a need for intentional and empathetic community building among the students and with the community members. Theredesigned class included conversations about race, periodic drop-in visits from community members, guest lectures from professors in other cities, feedback sessions via social media, and critiques by panels composed of community members and visiting designers from around the world.  \nKeywords  \nremote learning, design thinking, emancipatory community-based learning, critical pedagogy,  \nIntroduction  \n“You people are always coming here and telling us what you want to do in our community, well it’s 2020. Here’s what we really want your class to be about!”  \nThe COVID-19 pandemic and the social unrest in the United States prompted many changes to the Fall 2020 version of the Design Thinking for Collective Impact course, a course within the Social Innovation and Social Entrepreneurship minor at Tulane University.  \nIn summer 2020, the world seemed to be falling apart. Students, faculty, and the residents of the city, like people in other parts of the world, were living through collective trauma. What content could make sense considering the chaos that the COVID-19 global pandemic had caused? 2020 was also marked by many protests against racism in the United States in the wake of the murders of George Floyd, Breonna Taylor, and Ahmaud Arbery. The setting for this case study is New Orleans, which is a majority-minority city in the southern United States, and,  \nalthough almost 60% of its population is African American, Tulane University is a predominantly white institution in New Orleans (Williams, 2021) . The unrest of 2020 brought these racial tensions into the classroom. How could the students sensitively and respectfully engage with the residents given the impact of both incidents on communities of colour? How could the structure of the class honour the experiences and knowledge of the community partners? Could a design class in Fall 2020 just be ‘business as usual’ given the context?  \nBackground  \nDesign thinking is generally thought of as a creative problem-solving process that borrows processes and mindsets from the field of design, such as thinking intuitively, recognizing patterns, expressing ideas through means that go beyond verbal and traditional methods.(Razzouk and Shute, 2012) . Many institutions have created design thinking programs for nondesign students, as a way of exposing them to core design thinking abilities. For example, the UVA Medical Design program exposes medical students to clinically relevant desi","cbCaiqMHTiK0GBR4","https://ap.wps.com/l/cbCaiqMHTiK0GBR4","pdf",801614,21,"English","# Abstract\n# Introduction\n## COVID-19 and social unrest impact\n# Background\n## Design thinking and its educational applications\n## Course assumptions and student context\n# Context\n## Tulane University and the SISE minor\n## Civic engagement and service learning","[{\"question\":\"What changes did the COVID-19 pandemic bring to the course design?\",\"answer\":\"The course shifted from in-person experiential learning to all-remote delivery. It also incorporated new ways to involve the community and sustain learning through remote interaction.\"},{\"question\":\"How did the course keep community involvement during remote instruction?\",\"answer\":\"Residents and community members remained present throughout the semester. The redesigned class included conversations about race, periodic drop-in visits, guest lectures, and feedback sessions via social media.\"},{\"question\":\"Why was SDG 3 “Good Health and Well-being” important for the class theme?\",\"answer\":\"The theme was requested by residents of New Orleans in light of the pandemic’s impact on communities of colour in the city, shaping the course focus despite remote delivery.\"}]","A Design Thinking Class Responds to the Pandemic | PDF",1792090148,53]