Bringing empathy to public policy
Teaching Masters of Public Policy students at Duke how to apply Human Centered Design methods to improve the lives of Durham citizens
Bringing empathy to public policy
Teaching Masters of Public Policy students at Duke how to apply Human Centered Design methods to improve the lives of Durham citizens
Bringing empathy to public policy
Teaching Masters of Public Policy students at Duke how to apply Human Centered Design methods to improve the lives of Durham citizens
Role
Co-instructor Course Designer Visual Design expert
Project Collaborators
Co-instructor Tom Allin Teaching assistants
Timeline
2019--2023
Role
Co-instructor Course Designer Visual Design expert
Project Collaborators
Co-instructor Tom Allin Teaching assistants
Timeline
2019--2023
Role
Co-instructor Course Designer Visual Design expert
Project Collaborators
Co-instructor Tom Allin Teaching assistants
Timeline
2019--2023
Role
Co-instructor Course Designer Visual Design expert
Project Collaborators
Co-instructor Tom Allin Teaching assistants
Timeline
2019--2023
Overview
Our course introduced public policy majors to human centered design methodologies by pairing student teams with a local organization to improve citizen and employee experiences. For many students, this was a career trajectory changing class.
Overview
Our course introduced public policy majors to human centered design methodologies by pairing student teams with a local organization to improve citizen and employee experiences. For many students, this was a career trajectory changing class.
Overview
Our course introduced public policy majors to human centered design methodologies by pairing student teams with a local organization to improve citizen and employee experiences. For many students, this was a career trajectory changing class.
Outcomes
Overall
Over 20 projects implemented to improve the lives of Durham families, government workers, and veterans
Over 5 years, students created 21 design solutions for 19 local organizations that would improve customer and employee experiences when implemented.
Over 20 projects implemented to improve the lives of Durham families, government workers, and veterans
Over 5 years, students created 21 design solutions for 19 local organizations that would improve customer and employee experiences when implemented.
Over 20 projects implemented to improve the lives of Durham families, government workers, and veterans
Over 5 years, students created 21 design solutions for 19 local organizations that would improve customer and employee experiences when implemented.
Career-trajectory changing course for over 15 students
Students getting their masters in public policy were trained in crafting and understanding experiences. Many students were impacted so profoundly by the course that it resulted in a career trajectory change and they are now working design thinking practitioners.
Career-trajectory changing course for over 15 students
Students getting their masters in public policy were trained in crafting and understanding experiences. Many students were impacted so profoundly by the course that it resulted in a career trajectory change and they are now working design thinking practitioners.
Career-trajectory changing course for over 15 students
Students getting their masters in public policy were trained in crafting and understanding experiences. Many students were impacted so profoundly by the course that it resulted in a career trajectory change and they are now working design thinking practitioners.
Testimonial
“About 18mo ago, our HCD students were presented with a problem: 50% of StepUp folks leave within 30 days of starting programming. Since implementing the team's playbook and following their ideas, we are now at an 89% retention rate over that 30 day period! Thank you all so much! Your work changes lives!” -Tim Wollin, Operations director of StepUp Durham | 2023 HCD Course partner
Testimonial
“About 18mo ago, our HCD students were presented with a problem: 50% of StepUp folks leave within 30 days of starting programming. Since implementing the team's playbook and following their ideas, we are now at an 89% retention rate over that 30 day period! Thank you all so much! Your work changes lives!” -Tim Wollin, Operations director of StepUp Durham | 2023 HCD Course partner
Testimonial
“About 18mo ago, our HCD students were presented with a problem: 50% of StepUp folks leave within 30 days of starting programming. Since implementing the team's playbook and following their ideas, we are now at an 89% retention rate over that 30 day period! Thank you all so much! Your work changes lives!” -Tim Wollin, Operations director of StepUp Durham | 2023 HCD Course partner
Organization Partners
Course Textbook
Curriculum Design
In designing a course about a methodology rooted in understanding your users, receiving continuous feedback and adjusting to continuously improve their experience, we saw the importance of practicing what we preach.
Curriculum Design
In designing a course about a methodology rooted in understanding your users, receiving continuous feedback and adjusting to continuously improve their experience, we saw the importance of practicing what we preach.
Curriculum Design
In designing a course about a methodology rooted in understanding your users, receiving continuous feedback and adjusting to continuously improve their experience, we saw the importance of practicing what we preach.
Curriculum Design
In designing a course about a methodology rooted in understanding your users, receiving continuous feedback and adjusting to continuously improve their experience, we saw the importance of practicing what we preach.
We implemented a continuous discovery and iteration process by:
Gathering and documenting continuous feedback from students
Running a ‘Redesign the Class’ workshop with students on the last day of class to gather their ideas
Meeting several times in-between semesters to redesign the course and use our lessons to improve for the next class
We implemented a continuous discovery and iteration process by:
Gathering and documenting continuous feedback from students
Running a ‘Redesign the Class’ workshop with students on the last day of class to gather their ideas
Meeting several times in-between semesters to redesign the course and use our lessons to improve for the next class
We implemented a continuous discovery and iteration process by:
Gathering and documenting continuous feedback from students
Running a ‘Redesign the Class’ workshop with students on the last day of class to gather their ideas
Meeting several times in-between semesters to redesign the course and use our lessons to improve for the next class
Images from brainstorming and workshopping the curriculum from 2019-2023
We implemented a continuous discovery and iteration process by:
Gathering and documenting continuous feedback from students
Running a ‘Redesign the Class’ workshop with students on the last day of class to gather their ideas
Meeting several times in-between semesters to redesign the course and use our lessons to improve for the next class
We implemented a continuous discovery and iteration process by:
Gathering and documenting continuous feedback from students
Running a ‘Redesign the Class’ workshop with students on the last day of class to gather their ideas
Meeting several times in-between semesters to redesign the course and use our lessons to improve for the next class
Images from brainstorming and workshopping the curriculum from 2019-2023
New module: Visual Communication
Something students struggled with was basic visual communication skills. I developed a new module that would introduce Visual Communication basics to beginners and help them avoid common pitfalls in their deliverables.
New module: Visual Communication
Something students struggled with was basic visual communication skills. I developed a new module that would introduce Visual Communication basics to beginners and help them avoid common pitfalls in their deliverables.
New module: Visual Communication
Something students struggled with was basic visual communication skills. I developed a new module that would introduce Visual Communication basics to beginners and help them avoid common pitfalls in their deliverables.
New module: Visual Communication
Something students struggled with was basic visual communication skills. I developed a new module that would introduce Visual Communication basics to beginners and help them avoid common pitfalls in their deliverables.
The Visual Communication lecture, chapter and workshop
The response from students was wonderful, many of them remarking that they were excited to use the tips form the lecture, and I was asked to give the lecture three more times for another course at Sanford and for the Sanford Journal.
The Visual Communication lecture, chapter and workshop
The response from students was wonderful, many of them remarking that they were excited to use the tips form the lecture, and I was asked to give the lecture three more times for another course at Sanford and for the Sanford Journal.
The Visual Communication lecture, chapter and workshop
The response from students was wonderful, many of them remarking that they were excited to use the tips form the lecture, and I was asked to give the lecture three more times for another course at Sanford and for the Sanford Journal.
The Visual Communication lecture, chapter and workshop
The response from students was wonderful, many of them remarking that they were excited to use the tips form the lecture, and I was asked to give the lecture three more times for another course at Sanford and for the Sanford Journal.
Course Resources
Each student’s learning style is a little different. I created many resources that would nurture different types: reading, audio, visual, kinesthetic.
Course Resources
Each student’s learning style is a little different. I created many resources that would nurture different types: reading, audio, visual, kinesthetic.
Course Resources
Each student’s learning style is a little different. I created many resources that would nurture different types: reading, audio, visual, kinesthetic.
Course Resources
Each student’s learning style is a little different. I created many resources that would nurture different types: reading, audio, visual, kinesthetic.
The Visual Communication lecture, chapter and workshop
Delivered 6 lectures
Facilitated 6 workshops
Wrote and designed a text book companion to the course
Created templates for 4 phase deliverables
The Visual Communication lecture, chapter and workshop
Delivered 6 lectures
Facilitated 6 workshops
Wrote and designed a text book companion to the course
Created templates for 4 phase deliverables
The Visual Communication lecture, chapter and workshop
Delivered 6 lectures
Facilitated 6 workshops
Wrote and designed a text book companion to the course
Created templates for 4 phase deliverables
The Visual Communication lecture, chapter and workshop
Delivered 6 lectures
Facilitated 6 workshops
Wrote and designed a text book companion to the course
Created templates for 4 phase deliverables
Space for a little delight?
Seeing students take to challenges was rewarding as a teacher.
Each year I returned the favor by creating celebratory stickers for the students that I gave out on the last day of class.
Space for a little delight?
Seeing students take to challenges was rewarding as a teacher.
Each year I returned the favor by creating celebratory stickers for the students that I gave out on the last day of class.
Space for a little delight?
Seeing students take to challenges was rewarding as a teacher.
Each year I returned the favor by creating celebratory stickers for the students that I gave out on the last day of class.
Space for a little delight?
Seeing students take to challenges was rewarding as a teacher.
Each year I returned the favor by creating celebratory stickers for the students that I gave out on the last day of class.
Reflections
You think you’re an expert? Try to teach someone.
I now believe that if you think you’re an expert on something, you should try to teach it to someone else. It creates a whole new level of knowledge when you learn to adapt to different people’s learning styles and nurture their understanding.
Teaching non-designers about design is a valuable skill.
In teaching Public Policy students, became good at ignoring ‘design jargon’ and focusing on relating why a focus user experience is important. I found it incredibly valuable in my day-to-day work as a UX designer to know how to communicate design principles to non-designers.
It’s ok to not have all the answers right away.
When I first began teaching, I was nervous about students asking questions I didn’t have the answer to. As I gained more confidence and experience as an instructor, the nerves dissipated, but I still believe that matters is being honest, and caring enough to follow up.
Stay adaptable!
2/3rds into our second year teaching a notable event put pause on the world: the COVID-19 epidemic. We had to quickly figure out how to finish the class for 2020, and also how to run a complete remote version of the course for 2021. I digitized all our materials and adapted our workshops to a remote white-boarding tool. Staying in an adaptable mindset got us through many ‘oh crap’ moments!
Reflections
You think you’re an expert? Try to teach someone.
I now believe that if you think you’re an expert on something, you should try to teach it to someone else. It creates a whole new level of knowledge when you learn to adapt to different people’s learning styles and nurture their understanding.
Teaching non-designers about design is a valuable skill.
In teaching Public Policy students, became good at ignoring ‘design jargon’ and focusing on relating why a focus user experience is important. I found it incredibly valuable in my day-to-day work as a UX designer to know how to communicate design principles to non-designers.
It’s ok to not have all the answers right away.
When I first began teaching, I was nervous about students asking questions I didn’t have the answer to. As I gained more confidence and experience as an instructor, the nerves dissipated, but I still believe that matters is being honest, and caring enough to follow up.
Stay adaptable!
2/3rds into our second year teaching a notable event put pause on the world: the COVID-19 epidemic. We had to quickly figure out how to finish the class for 2020, and also how to run a complete remote version of the course for 2021. I digitized all our materials and adapted our workshops to a remote white-boarding tool. Staying in an adaptable mindset got us through many ‘oh crap’ moments!
Reflections
You think you’re an expert? Try to teach someone.
I now believe that if you think you’re an expert on something, you should try to teach it to someone else. It creates a whole new level of knowledge when you learn to adapt to different people’s learning styles and nurture their understanding.
Teaching non-designers about design is a valuable skill.
In teaching Public Policy students, became good at ignoring ‘design jargon’ and focusing on relating why a focus user experience is important. I found it incredibly valuable in my day-to-day work as a UX designer to know how to communicate design principles to non-designers.
It’s ok to not have all the answers right away.
When I first began teaching, I was nervous about students asking questions I didn’t have the answer to. As I gained more confidence and experience as an instructor, the nerves dissipated, but I still believe that matters is being honest, and caring enough to follow up.
Stay adaptable!
2/3rds into our second year teaching a notable event put pause on the world: the COVID-19 epidemic. We had to quickly figure out how to finish the class for 2020, and also how to run a complete remote version of the course for 2021. I digitized all our materials and adapted our workshops to a remote white-boarding tool. Staying in an adaptable mindset got us through many ‘oh crap’ moments!
Reflections
You think you’re an expert? Try to teach someone.
I now believe that if you think you’re an expert on something, you should try to teach it to someone else. It creates a whole new level of knowledge when you learn to adapt to different people’s learning styles and nurture their understanding.
Teaching non-designers about design is a valuable skill.
In teaching Public Policy students, became good at ignoring ‘design jargon’ and focusing on relating why a focus user experience is important. I found it incredibly valuable in my day-to-day work as a UX designer to know how to communicate design principles to non-designers.
It’s ok to not have all the answers right away.
When I first began teaching, I was nervous about students asking questions I didn’t have the answer to. As I gained more confidence and experience as an instructor, the nerves dissipated, but I still believe that matters is being honest, and caring enough to follow up.
Stay adaptable!
2/3rds into our second year teaching a notable event put pause on the world: the COVID-19 epidemic. We had to quickly figure out how to finish the class for 2020, and also how to run a complete remote version of the course for 2021. I digitized all our materials and adapted our workshops to a remote white-boarding tool. Staying in an adaptable mindset got us through many ‘oh crap’ moments!
From collaborators on this project
Tom Allin
Co-instructor and Professor of the Practice at Duke University
"I worked with Blythe from June 2018 to May 2023, to teach a graduate-level class at Duke’s Sanford School of Public Policy titled, “Using Human-Centered Design to Improve the Citizen Experience.” In addition to teaching the class, Blythe and I continued to improve the curriculum, the materials, the workshops, and the lectures each year, making this one of the most popular classes in the school. Blythe brought a great depth of knowledge and experience in human-centered design in addition to her expertise in visual design. She was a terrific collaborator, and she earned great respect from the students in her willingness to always be available for additional mentoring. It was a delight and privilege to work with Blythe."
Matthew Lanza
Student in 2019, TA in 2020
Global Director, Innovation and Design
“As a student and TA for Blythe, there was not a day I did not learn something eye-opening. Her dedication to brilliant, beautiful, and thoughtful design is unmatched. In my personal projects and final thesis, Blythe pushed me, and showed me how, to be excellent! Because of her, I feel confident to design better public services in the professional world and communicate them effectively.
Eryn Larang
Research Analyst Education
Student in 2020, TA in 2021
“I will never look at a document (or anything with words or pictures, for that matter) the same way again. Blythe opened my eyes to how seemingly small fixes to graphic design can make a world of difference when getting your message across to an audience. I called upon Blythe for support numerous times throughout my semester taking a Human Centered Design class at Duke University. Her positive energy and willingness to help students is infectious. She has a way of connecting to students and making them feel like no question is too ridiculous.”
Forrest Robinette
Air Quality Specialist
Student in 2020
“Blythe employs teaching strategies that I wish my other professors used. She checks for understanding, ensures ongoing opportunities for student-professor dialogue, and always fosters a student-centered classroom. She combines high expectations with high support, pushing students to create products that many (like me) didn’t think they were capable of. What’s more, in Spring 2020, she maintained this quality of instruction in the face of COVID-19. She and her co-teacher, Tom Allin, moved the class online while never sacrificing the rigor that students had come to expect from the first half of the course. I am very thankful I took Blythe’s class, and I expect to use the skills I obtained in Human Centered Design for years to come.”
From collaborators on this project
Tom Allin
Co-instructor and Professor of the Practice at Duke University
"I worked with Blythe from June 2018 to May 2023, to teach a graduate-level class at Duke’s Sanford School of Public Policy titled, “Using Human-Centered Design to Improve the Citizen Experience.” In addition to teaching the class, Blythe and I continued to improve the curriculum, the materials, the workshops, and the lectures each year, making this one of the most popular classes in the school. Blythe brought a great depth of knowledge and experience in human-centered design in addition to her expertise in visual design. She was a terrific collaborator, and she earned great respect from the students in her willingness to always be available for additional mentoring. It was a delight and privilege to work with Blythe."
Matthew Lanza
Student in 2019, TA in 2020
Global Director, Innovation and Design
“As a student and TA for Blythe, there was not a day I did not learn something eye-opening. Her dedication to brilliant, beautiful, and thoughtful design is unmatched. In my personal projects and final thesis, Blythe pushed me, and showed me how, to be excellent! Because of her, I feel confident to design better public services in the professional world and communicate them effectively.
Eryn Larang
Research Analyst Education
Student in 2020, TA in 2021
“I will never look at a document (or anything with words or pictures, for that matter) the same way again. Blythe opened my eyes to how seemingly small fixes to graphic design can make a world of difference when getting your message across to an audience. I called upon Blythe for support numerous times throughout my semester taking a Human Centered Design class at Duke University. Her positive energy and willingness to help students is infectious. She has a way of connecting to students and making them feel like no question is too ridiculous.”
Forrest Robinette
Air Quality Specialist
Student in 2020
“Blythe employs teaching strategies that I wish my other professors used. She checks for understanding, ensures ongoing opportunities for student-professor dialogue, and always fosters a student-centered classroom. She combines high expectations with high support, pushing students to create products that many (like me) didn’t think they were capable of. What’s more, in Spring 2020, she maintained this quality of instruction in the face of COVID-19. She and her co-teacher, Tom Allin, moved the class online while never sacrificing the rigor that students had come to expect from the first half of the course. I am very thankful I took Blythe’s class, and I expect to use the skills I obtained in Human Centered Design for years to come.”
From collaborators on this project
Tom Allin
Co-instructor and Professor of the Practice at Duke University
"I worked with Blythe from June 2018 to May 2023, to teach a graduate-level class at Duke’s Sanford School of Public Policy titled, “Using Human-Centered Design to Improve the Citizen Experience.” In addition to teaching the class, Blythe and I continued to improve the curriculum, the materials, the workshops, and the lectures each year, making this one of the most popular classes in the school. Blythe brought a great depth of knowledge and experience in human-centered design in addition to her expertise in visual design. She was a terrific collaborator, and she earned great respect from the students in her willingness to always be available for additional mentoring. It was a delight and privilege to work with Blythe."
Matthew Lanza
Student in 2019, TA in 2020
Global Director, Innovation and Design
“As a student and TA for Blythe, there was not a day I did not learn something eye-opening. Her dedication to brilliant, beautiful, and thoughtful design is unmatched. In my personal projects and final thesis, Blythe pushed me, and showed me how, to be excellent! Because of her, I feel confident to design better public services in the professional world and communicate them effectively.
Eryn Larang
Research Analyst Education
Student in 2020, TA in 2021
“I will never look at a document (or anything with words or pictures, for that matter) the same way again. Blythe opened my eyes to how seemingly small fixes to graphic design can make a world of difference when getting your message across to an audience. I called upon Blythe for support numerous times throughout my semester taking a Human Centered Design class at Duke University. Her positive energy and willingness to help students is infectious. She has a way of connecting to students and making them feel like no question is too ridiculous.”
Forrest Robinette
Air Quality Specialist
Student in 2020
“Blythe employs teaching strategies that I wish my other professors used. She checks for understanding, ensures ongoing opportunities for student-professor dialogue, and always fosters a student-centered classroom. She combines high expectations with high support, pushing students to create products that many (like me) didn’t think they were capable of. What’s more, in Spring 2020, she maintained this quality of instruction in the face of COVID-19. She and her co-teacher, Tom Allin, moved the class online while never sacrificing the rigor that students had come to expect from the first half of the course. I am very thankful I took Blythe’s class, and I expect to use the skills I obtained in Human Centered Design for years to come.”
From collaborators on this project
Tom Allin
Co-instructor and Professor of the Practice at Duke University
"I worked with Blythe from June 2018 to May 2023, to teach a graduate-level class at Duke’s Sanford School of Public Policy titled, “Using Human-Centered Design to Improve the Citizen Experience.” In addition to teaching the class, Blythe and I continued to improve the curriculum, the materials, the workshops, and the lectures each year, making this one of the most popular classes in the school. Blythe brought a great depth of knowledge and experience in human-centered design in addition to her expertise in visual design. She was a terrific collaborator, and she earned great respect from the students in her willingness to always be available for additional mentoring. It was a delight and privilege to work with Blythe."
Matthew Lanza
Student in 2019, TA in 2020
Global Director, Innovation and Design
“As a student and TA for Blythe, there was not a day I did not learn something eye-opening. Her dedication to brilliant, beautiful, and thoughtful design is unmatched. In my personal projects and final thesis, Blythe pushed me, and showed me how, to be excellent! Because of her, I feel confident to design better public services in the professional world and communicate them effectively.
Eryn Larang
Research Analyst Education
Student in 2020, TA in 2021
“I will never look at a document (or anything with words or pictures, for that matter) the same way again. Blythe opened my eyes to how seemingly small fixes to graphic design can make a world of difference when getting your message across to an audience. I called upon Blythe for support numerous times throughout my semester taking a Human Centered Design class at Duke University. Her positive energy and willingness to help students is infectious. She has a way of connecting to students and making them feel like no question is too ridiculous.”
Forrest Robinette
Air Quality Specialist
Student in 2020
“Blythe employs teaching strategies that I wish my other professors used. She checks for understanding, ensures ongoing opportunities for student-professor dialogue, and always fosters a student-centered classroom. She combines high expectations with high support, pushing students to create products that many (like me) didn’t think they were capable of. What’s more, in Spring 2020, she maintained this quality of instruction in the face of COVID-19. She and her co-teacher, Tom Allin, moved the class online while never sacrificing the rigor that students had come to expect from the first half of the course. I am very thankful I took Blythe’s class, and I expect to use the skills I obtained in Human Centered Design for years to come.”
