In4All
Program development, creative and content strategy for a Portland based nonprofit that brings human centered design lessons and industry leaders into classrooms.
Development
Core to In4All’s model is the synergy that should exist between co-learners and students. The benefits of partnerships formed between schools and corporations require it. For it to be possible, the program materials required are specific to each of In4All’s target populations and tailored to their needs. Co-learners need to know how to facilitate the delivery of program materials, students need to be supported by materials, educators need access to tangible curriculum, and corporate partners need to understand why the program exists.
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Program overview
It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more.
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Presentations
It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more.
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Session guides
It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more.
Deliverable 1: program overview
To cultivate increased corporate engagement through deepening current and prospective partner’s understanding of In4All’s DT program and to anchor it within a real world application, I developed a comprehensive program overview.
Positioned as extended learning for established partners and those further along in In4All’s engagement model, the document operates functionally as a case study. A visually appealing presentation of broad concepts and story with as little lift required of readers as possible.
Deliverable 2: presentations
Essential to the program’s success, curriculum in the form of presentations comprise 50% of the materials co-learners bring into classes on In4All’s behalf. Working against increasingly restrictive class schedules, I was tasked with compressing 8 weeks worth of curriculum into 6. In response, I streamlined existing materials, developed new content formats, and introduced design challenges as hands on learning opportunities. The result was presentations with reduced visual static and that prioritized learning by doing over lecture. Materials less demanding of educators and co-learners to prepare and less expectant of students to focus on listening over doing.
Deliverable 3: session guides
Students were losing work between classes and co-learners were struggling to lead without dense text bodies on presentations serving as material references. To solve for this, I developed supportive documents that helped reduce the effort required of students to track their work and of co-learners to memorize dense concepts. The session guides for both groups parallel one another structurally. Functionally, co-learners are given concept breakdowns, timing recommendations, and high-level objectives to act as a north star. Students are given a structured space and organization system to document their design thinking journeys session over session.
