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Title:
Centering Student Feedback: Applying the Design Process to Improve Learning Experiences and Outcomes

Abstract:
Human-centered design, or “design thinking,” is a problem-solving approach grounded in principles of empathy, iteration, and purposeful application towards the end user. Through this approach, designers (1) empathize with their user, (2) define the problem, (3) ideate to generate solutions, (4) prototype, and (5) test those solutions through a systematic method, enabling them to create innovative, impactful solutions to real-right-now problems. Design thinking is a natural fit for engineers. But researchers and educators can and should use this approach to redesign systems in and outside of the classroom to better support the development of our students. This talk describes the benefits of taking a designer’s approach to restructuring assignments and support systems with the ultimate goal of helping students become self-regulated learners. The talk highlights two recent studies to demonstrate the value of centering the needs of the user—our students—in the development of support systems and pedagogical interventions. The first study aimed to define the problems students at a research university face when they try to engage with academic resources. Through interviews, thematic analysis, and the application of Cultural Historical Activity Theory, the study defined the tensions that exist between stakeholders and noted the role the university’s “hustle culture” plays in directing student actions. In the second study, investigators designed a classroom assignment inspired by the types of metacognitive knowledge to help students organize technical information in a first-year general engineering course. At the end of the course, the study showed a statistically significant difference in exam performance between students who demonstrated conditional thinking through the assignment than their peers. At the end of the talk, participants will be able to articulate the main principles of design thinking and have the tools necessary to apply these principles to their own research and pedagogy.

Biography:
Chamille Lescott is a McCormick Academic Adviser, Director of the Biomedical Engineering (BME) Master's Program, and design instructor at Northwestern University. She has taught first-year undergraduate design in the Design Thinking and Communication program and senior-level students for the BME Capstone course. Dr. Lescott is passionate about bringing the design process into her advising sessions and research. When advising, she encourages students to assess and articulate their needs, connect to university and external resources, and continuously experiment to design a life they are excited about. Her research focuses on developing tools and educational research studies to promote student metacognition and academic success.

Education:

• Bachelor of Science in Biological Engineering, Massachusetts Institute of Technology
• Doctor of Philosophy in Materials Science, Northwestern University

Selected Publications: 
Lescott, Chamille, Ilya Mikhelson. WIP: Promotion of Deep Learning and Effective Study Methods in a First-Year Engineering Course. ASEE Annual Conference and Exposition, Conference Proceedings. (2025).

Gayoung Kim, Lescott, Chamille. “Breaking the Hustle”: How Institutional Culture Impacts Academic Resource Engagement in Engineering. ASEE Annual Conference and Exposition, Conference Proceedings. (2025).