prototype

Mission Statement

Our goal is to work closely with Ms. Fargason and her students (from Baker Elementary) to co-design their classroom experience in a way that would suit their needs.  



Brief

Duration: 8 weeks  
Collaborators:Jayne Chong, Adalyn Lou, Vanessa Matia, Francesco Medina, Erin Werner, and William Wong 
Field: Sustainable Community Development, User-Centered Design, Field Study 


Stakeholder Analysis

Stakeholder


Problem Statement

Ms. Fargason’s 3rd grade students at Baker Elementary need an engaging and interactive physical, nutritional, and socio-emotional health-focused curriculum in order to promote positive choices and healthy, balanced lifestyles because it is not typically promoted at home due to their low-income backgrounds and at school due to time constraints and resource restrictions.  



Observation

food
eating

Concept #1 - The Final Design Project
The basic procedure for design and engineering concerning health ---- a design worksheet with approprate questions to ask

concept1

Concept #2 - Nutritional Information Pamphlet
An easy way to influence healthy-eating habits at home.

concept1

Concept #3 - Health-related Curriculum Slideshow
An engaging way to initiate health education.

concept1



Concept Evaluation and Selection


Feedback 1 : Ms. Fargason likes Concept #1 because she thinks it’s important for her students to learn about about design and engineering principles. She also likes it because it incorporates teamwork through assigned roles that will better prepare them for the real world. The idea of incorporating health lessons also made it more comfortable for her to teach as she has experience in the design and engineering process.

Feedback 2 : Ms. Fargason likes Concept #2 because she thinks it’s important for her students to learn about healthy options and “be more informed about fruits and vegetables.” She believes that her students don’t get the same opportunities as other students because they’re from low-income backgrounds and are typically constrained to whatever is in their neighborhood.

Feedback 3 : Ms. Fargason likes Concept #3 as she currently does not have any material to teach the kids about health even though she thinks it is an important subject. She also mentioned that she doesn’t really teach health lessons and that she doesn’t do a good job teaching them because she doesn’t have a background health, but in science and engineering. She really liked the activities that the health slides led up to such as the Health Journal. She thinks that the activities really helped tie in to what they had just learn from the health slides.





User Testing

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testing
testing
testing


Sustainability


Ecological Sustainability : Our solution will minimize ecological waste throughout its implementation. Ms. Fargason’s classroom is equipped with modern technology. We planned to make a health curriculum that will consist of slides, information pamphlets, health journal entries, and a final project. All of these prototypes and their descriptions will be in the form of an electronic file that can be printed if our client decides to do so. By creating a design that relies heavily on electronics, we will minimize resource use and waste, making our project ecologically sustainable.


Economic Sustainability : Although our design might not improve user financial security, we hope that our solution will improve user self-sufficiency as we will provide all the necessary materials at no monetary cost. Our solutions utilize the available classroom resources, making our concepts very economically sustainable. We will rely heavily on digital files that would not cost any money unless they need to be printed out in large quantities. Printing a single page for the journal, which would last the student an entire week, should only cost about 5 cents or less by using the school printer and paper. Therefore, 30 students’ journals would cost about $1.50 every week. Thus, the costs of our concepts are minimal if anything and, therefore, affordable.



Socio-Cultural Sustainability: A fundamental part of designing a solution to a community problem is to try to solve the root of the issue. So, our concepts were inspired by feedback from Ms. Fargason and her students, making our clients co-designers in our design process. Their input revealed the areas in which their classroom experience could be improved, which helped us define the problem that we would try to solve. We were in constant communication with Ms. Fargason and we frequently updated her on our progress. As a result, our community client played an instrumental role in the development of our project.




Prototypes

Prototypes


Prototypes


Prototypes


Prototypes



Theory of Change


Theory of Change



Implementation


By co-designing with Ms. Fargason and her 3rd grade students, we have developed four solutions that address their need for a health curriculum: health slide decks, health journal, health pamphlet, and final Design project. In order to get out idea into the real world, we will make it easy for Ms. Fargason to access our solutions by sharing it with her through Google Drive. In order to help our solutions maintain relevance and sustainability, we will make them easily editable by providing her with the editable Google Slides and Adobe Illustrator files. We have also designed our solutions to utilize minimal resources or material already available in the classroom and have designed them with her time restrictions in mind.



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