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BAEP-471 Social Innovation Design Lab Spring 2016

MW 12:00 PM - 1:50 PM, THH 106


Professor:
Office:
Office Hours:
E-mail:

Abby Fifer Mandell


STO 315
Fridays, 11 AM 12 PM
fifer@marshall.usc.edu

Assistant:
Stella Hernandez
Office Hours: by appointment
E-mail:
stella_hernandez@msn.com

Course Description
This course provides students an introduction to design thinking as applied to innovation and
entrepreneurship, as well as hands-on opportunities to apply these principles real-time, creating solutions to
specific challenges faced by impoverished communities. The goal is to treat the poor as customers, not as
charity recipients, in order to develop innovative and extremely affordable products and services. Design
thinking can provide a basic unifying framework for people from many different perspectives to understand,
engage with, and create solutions to address complex societal problems.
Learning Objectives
Through experiential exercises and in-class projects, students will be able to:
Demonstrate an understanding of the fundamentals of design thinking as it relates to social
innovation, including how to frame the problem;
Display their ability to observe consumers in-context, specific to unique cultures and environments;
Demonstrate deep user empathy in their approaches to social innovation;
Complete a cycle of rapid prototyping and iteration;
Engage in productive collaboration with teammates from multiple disciplines; and
Produce prototypes of products that lead to self-sufficiency for families and individuals living below
the poverty line
Required Materials
Readings and assignments posted on Blackboard
Design Thinking for Social Innovation Toolkit
Creative Confidence by Tom Kelley and David Kelley
Though, assignments are posted on Blackboard, modifications or additions to assignments may be
announced in class. If you are absent, please verify with a classmate. Many assignments reference specific
exercises in the Design Thinking for Social Innovation Toolkit.

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Participation Requirements
Your responsibilities for all classes are to:
1. Attend each class and field visits
2. Complete all assigned readings, activities, exercises, and assignments
3. Analyze what youve read and experienced
4. Participate actively in classroom discussions and in-class exercises
Participation and mastery of design concepts is a percentage of the total grade and evaluated based on your
involvement in class discussions, exercises, and presentations. You are expected to arrive at class on time and
stay until dismissed. In order to effectively participate in class discussions and get the most out of each
session, it is very important that you complete all reading and physical assignments for the class. Thorough
class participation consists of analyzing, commenting, questioning, discussing, offering feedback and building
on others contributions. Additionally:

Please be prompt. Arriving late or leaving early from class meetings is not acceptable, and will have a
direct, negative impact on your participation grade.

Please remember to turn off cell phones and other personal communication devices. Turn off and close
laptop computers unless you are directed to use your laptop for an in-class activity.
Grading Policies
1) Reflection papers
25 points each
Throughout the semester, each student will submit a total of three (3) 2- page papers.
2) Toolkit and related exercises
430 points total
Students will complete exercises, individually and in groups, to guide them through pre-field research,
problem and opportunity definition, ideation, and iteration.
3) Midterm presentation
135 points total
a) Prototypes: Create graphic prototypes of min. two (2) products. These can be detailed
photos, drawings, or functioning mock-ups. For each idea, focus on proof-of-concept and
functionality, over style and appearance. It is important to show the context in which each
product is used; communicate the context both through your spoken narrative and the
physical environment of your presentation. (See element c below.)
b) Presentation- Digital and Verbal Storytelling: Make a presentation with video clips; simple
animation; and/or enactment, as appropriate. Your 15-minute presentation should include:
Storyboard of the problem: Pictures, quotations, and video clips from field visit to
communicate problem
Problem and opportunity statements
Catchy name(s) for your product/service: Be sure to consider how it sounds in
English and Spanish
How the products impact the problem: Who is your target customer and what is the
benefit to the customer?
Research: Your observation of consumption and behavior patterns; relevant trends,
research, and competition benchmarking
c) Physical context: Create an environment that communicates the community context, using
appropriate materials (e.g. tape drawings on walls, a mock-up of a room that would feature
the product, etc.)

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4) Final presentation
170 points total
Each group will give a 20-minute professional presentation to the NGO partner and a panel of industry
experts, followed by a short Q&A. Each student must contribute to the presentation. The format will
be similar to the midterm, with updates, improvements, and expansions.
a) Functioning Prototype: Prepare to demonstrate your prototype and engage the audience
b) Presentation- Digital and Verbal Storytelling: Update your midterm presentation. Your 20minute presentation should include a summary of:
The name of your product/service
Storyboard of the problem
Opportunity and mission statements
How your product/service impacts the problem
What you learned from co-creation and how your product/service has changed since
the midterm
Business model proposal:
Who is your target customer and what is the benefit to the customer?
How is your product/service differentiated from competitors?
What are the target pricing and distribution channel(s)?
What opportunities exist for inclusive business models and revenue generating
systems for customers?
c) Wall graphics and physical context: Similar to the midterm, create a detailed environment
that communicates the community context, using appropriate materials (e.g. tape drawings on
walls, a mock-up of the environment that would feature the product, etc.). Print large
renderings and diagrams of your final design. Integrate the printed wall graphics into your
contextual environment.
5) Implementation Plan (Course final)
190 points total
The implementation plan is essentially a written narrative of your final presentation. Each group will
submit one plan, which will address a detailed description of the product or service; how the product
or service addresses the needs of the target community; cultural rationale; the business model for
generating revenue, including production costs and pricing; scale drawings or photos; and appropriate
next steps to bring the product to market. This includes a plan for how to make the product using
native materials. The implementation plan must articulate which group member(s) contributed to
each component and should be no more than 7 pages in length.
Grading Detail
POINTS
430
135
170
190
75
1000

Toolkit and related exercises


Midterm Presentation
Final Presentation
Implementation Plan (Final Exam)
Reflection Papers (3)
TOTAL

PERCENTAGE
43%
13.5%
17%
190%
7.5%
100%

Assignment Submission Policy


Assignments are due in class, at the beginning of class, unless otherwise instructed. Late assignments will
receive a 10% grade penalty per week.

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ADDITIONAL INFORMATION
Add/Drop Process
We can drop you from our class if you dont attend the first meeting of a class that meets once per week or
first two meetings of a class that meets twice per week. If you are dropped from the class you risk not being
able to add yourself to another section this semester. Please visit www.usc.edu/soc and note the final
deadlines to add/drop.
Greif Center for Entrepreneurial Studies Confidentiality Policy
Throughout The Entrepreneur Program's classes and events, students will be exposed to proprietary
information from other students, guest lecturers, and faculty. It is the policy of The Entrepreneur Program that
all such information be treated as confidential.
By enrolling in and taking part in The Entrepreneur Program's classes and activities, students agree not to
disclose this information to any third parties without specific written permission from students, guest lecturers
or faculty, as applicable. Students further agree not to use any such proprietary information for their own
personal commercial advantage or for the commercial advantage of any third party.
In addition, students agree that any legal or consulting advice provided without direct fee and in an academic
setting will not be relied upon without the enlisted opinion of an outside attorney or consultant without
affiliation to The Program. Any breach of this policy may subject a student to academic integrity proceedings as
described in the University of Southern California "University Governance Policies and Procedures" as outlined
in SCampus and to any remedies that may be available at law.
The Entrepreneur Program, the Marshall School of Business and the University of Southern California disclaim
any responsibility for the protection of intellectual property of students, guest lecturers or faculty who are
involved in The Entrepreneur Program classes or events. Receipt of this policy and registration in our classes is
evidence that you understand this policy and will abide by it.
Retention of Graded Coursework
Graded work which affected the course grade will be retained for one year after the end of the course if the
graded work has not been returned to you.
Technology Policy
Laptop and Internet usage is not permitted during academic or professional sessions unless otherwise stated
by the respective professor and/or staff. Use of other personal communication devices, such as cell phones, is
considered unprofessional and is not permitted during academic or professional sessions. ANY e-devices (cell
phones, PDAs, I-Phones, Blackberries, other texting devices, laptops, I-pods) must be completely turned off
during class time. Upon request, you must comply and put your device on the table in off mode and FACE
DOWN. Use of any recorded or distributed material is reserved exclusively for the USC students registered in
this class.
Academic Integrity and Conduct
USC seeks to maintain an optimal learning environment. General principles of academic honesty include the
concept of respect for the intellectual property of others, the expectation that individual work will be
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submitted unless otherwise allowed by an instructor, and the obligations both to protect ones own academic
work from misuse by others as well as to avoid using anothers work as ones own (plagiarism). Plagiarism
presenting someone elses ideas as your own, either verbatim or recast in your own words is a serious
academic offense with serious consequences. All students are expected to understand and abide by the
principles discussed in the SCampus, the Student Guidebook (www.usc.edu/scampus or http://scampus.usc.edu). A
discussion of plagiarism appears in the University Student Conduct Code (section 11.00 and Appendix A).
Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review,
should there be any suspicion of academic dishonesty. The Review process can be found at:
http://www.usc.edu/student-affairs/SJACS/ . Failure to adhere to the academic conduct standards set forth by
these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to
dismissal.
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to
report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public
Safety http://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us. This is important for
the safety of the whole USC community. Another member of the university community such as a friend,
classmate, advisor, or faculty member can help initiate the report or can initiate the report on behalf of
another person. The Center for Women and Men http://engemannshc.usc.edu/cwm/ provides 24/7 confidential
support, and the sexual assault resource center webpage https://sarc.usc.edu/reporting-options/ describes
reporting options and other resources.
Support Systems
Students whose primary language is not English should check with the American Language Institute
http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate
students. The Office of Disability Services and Programs (www.usc.edu/disability) provides certification for
students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency
makes travel to campus infeasible, USC Emergency Information (http://emergency.usc.edu/) will provide safety
and other updates, including ways in which instruction will be continued by means of blackboard,
teleconferencing, and other technology
Students with Disabilities
The Office of Disability Services and Programs (www.usc.edu/disability) provides certification for students with
disabilities and helps arrange the relevant accommodations. Any student requesting academic
accommodations based on a disability is required to register with Disability Services and Programs (DSP) each
semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the
letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in Grace Ford
Salvatori Hall, room 120 and is open 8:30 a.m.5:00 p.m., Monday through Friday. The phone number for DSP
is (213) 740-0776. For more information visit.
Emergency Preparedness/Course Continuity
In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information web site
(http://emergency.usc.edu/) will provide safety and other information, including electronic means by which
instructors will conduct class using a combination of Blackboard, teleconferencing, and other technologies.
Please make sure you can access this course in Blackboard and retrieve the course syllabus and other course
materials electronically. You should check Blackboard regularly for announcements and new materials. In the
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event of an emergency, the ability to access Blackboard will be crucial. USC's Blackboard learning management
system and support information is available at blackboard.usc.edu.

IMPORTANT! RECEIPT OF THIS SYLLABUS AND REGISTRATION IN THIS COURSE WILL SERVE AS EVIDENCE
THAT YOU UNDERSTAND AND ACCEPT THE REQUIREMENTS OF THE COURSE.
Course Calendar
This schedule may change due to changes in guests schedules, and additional readings may be distributed
during the semester.
DUE DATE

CLASS TOPIC

READINGS & DELIVERABLES

January 11

Introductions; poverty in the U.S.


and California

A Framework for Understanding Poverty

January 13

Ethnography; Design Thinking 1

Readings on Blackboard

January 20

Design Thinking 2

Exercise in Empathy
Email group preferences
Readings on Blackboard

January 25

Design Challenge Drill

Reading on Blackboard

January 27

Pre-field research

Field Research Prep


Readings on Blackboard

January 29
January 30
January 31

FIELD VISIT

Reflection #1
Bring method cards to field

February 1

Field visit debrief

February 3

Defining the problem

Share photos
Whats the Problem?

February 8

Opportunity statements

Become an Expert

February 10

Ideation

February 17

Filtering ideas

February 22

Filtering ideas

February 24

Development

February 29

Thinking through making

March 2

Ideation

March 7

MIDTERM PRESENTATION

BAEP 471 Social Innovation Design Lab

Top 3 Opportunity Statements (via email 2/9)


Reading on Blackboard
Creative Confidence: Chapter 2
Mind mapping
What if? 50 Post-Its
Grow an idea
Cull the Set
Bring 2-3 ideas to class
Creative Confidence: Chapter 3
Competition Matrix-Benchmarking
Develop Designs
Reflection #2
Thinking Through Making
Prototype it
Test & Iterate Prototypes (bring logs to class)
Midterm Presentation
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March 9

Distilling feedback

Post-Midterm Worksheet

March 21

Modeling

March 23

Sourcing and pricing

Field Testing Prep Worksheet

March 25-26

FIELD VISIT

Planning to Pivot/Refine Worksheet

March 28

We Saw, We Heard

March 30

Select One Design Idea to


Pursue

Iteration Round 1 Testing (turn in logs)

April 4

Iteration

Bring prototype to class

April 6

Taking a product to market

Iteration Round 2 Testing (turn in logs)

April 11

Iteration

April 13

Iteration

April 18

Final prep

April 20

Final prep

Final Presentation Prep

April 25

Wrap-up

Draft final presentation

April 27

FINAL PRESENTATION
SHOWCASE

Final Presentation

May 6

SCHEDULED FINAL

Implementation plan (via email)


Reflection #3 (via email)

Groups presenting should bring updated


prototypes to class
Groups presenting should bring updated
prototypes to class

APPENDIX
Learning Goals
In this class, emphasis will be placed on the USC Marshall School of Business learning goals as follows:
Description

Course Emphasis

Our graduates will understand types of markets and key business areas and their
interaction to effectively manage different types of enterprises

Low

Our graduates will develop a global business perspective. They will understand
how local, regional, and international markets, and economic, social and cultural
issues impact business decisions so as to anticipate new opportunities in any
marketplace

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High

Spring 2016

Our graduates will demonstrate critical thinking skills so as to become futureoriented decision makers, problem solvers and innovators

High

Our graduates will develop people and leadership skills to promote their
effectiveness as business managers and leaders.

High

Our graduates will demonstrate ethical reasoning skills, understand social, civic,
and professional responsibilities and aspire to add value to society
Our graduates will be effective communicators to facilitate information flow in
organizational, social, and intercultural contexts.

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High

High

Spring 2016