Welcome, everyone. My name is Steve weg, and I'm the Associate Director of the IUPI Center for Translating Research into Practice, and it's my pleasure to welcome you today. To the IPI Center for Translating Research into Practice scholar of the Month Conversation. And today, we are meeting with Professor Helen Sanamasu. It's my pleasure to bring her for a very exciting, and we hope, very creative and innovative conversation today. But to get us started, we like to welcome you and remind you that our center was founded by Professor Sandra Patrono, who is Professor Emeritus in Communication Studies, and she herself is a translational researcher in the area of Communication Studies and Privacy Management. When she came to campus with Chancellor Emeritus Charles Banz, her observation was that IPI is a hotbed of what we call translational research, or research that is interdisciplinary. It generates or takes generated knowledge and applies it to solve complex problems in our community. So our goal has been to share that with each other, to learn from each other and to promote that kind of work. Upon stepping down as Chancellor, Charles Banz became the executive director of our center, and he leads the effort forward to continue promoting this kind of work and encouraging folks to do that. Now, as we get started today, a few reminders, we all familiar with Zoom, but we ask that you stay muted. While we have the presentation going on. However, today is going to be an interactive experience, and so we do invite you to turn on your camera and participate as invited when we begin the presentation. We are recording this for future viewing, and you will get one of those post evaluation opportunities. So please take a moment at the end of today or when you get the follow up e mail to give us your feedback, so we know what to do. We hope that you'll keep up to date. We have lots of things going on at the center. There's lots of ways to keep up to date with us. If you haven't noticed yet, you can sign up for continuing education units for participating in these events. If you just go to I U Expand, you can learn more about how to do that. The easiest way to keep up with us is to follow us on social media. We have a Instagram and Twitter presence, and we like to highlight and share what's going on with our translational researchers. And, of course, you can also keep up with us on our YouTube channel. And Facebook is the other way that we're do it. So there's lots of ways that you can keep up with us. And we have a connection with our friends at the University library who are working really hard to make sure that we have access to faculty's work in a public way. So if you go to our website and to our featured scholars, you could, for example, click on Helen Sana Matsus picture down there. And what you'll find is that here's some information about her research, and if you scroll down a little bit, You'll be able to find the many journal publications that she has that are available on Scholar work. So it's a collection right here. It's freely available to you so that you can take advantage of learning them. You can also at the top, click to go back to the library's, research, Scholar work site, and you can see everybody at IUPY who's participated in Scholar works. It's an awesome opportunity and a way to find out information. Upcoming. Next month. We're very excited to have with us in September for the Scholar Month, Professor David Wilkerson from social worker who's going to talk to us about and have a conversation around digital hybrid psycho education. So check that out. Come join us. And then please mark your calendar for October. The next month is our annual fall showcase and Awards program. It's going to be an exciting event. It's on October 19, from 3:00 to 5:00 P.M. In the campus center. We're going to be together. If you can't come, there'll be a virtual option for at least the beginning part of it, but if you do come, you'll get to see each other, and there's probably going to be some snacks. So we hope you'll do that. Now, today, as I said, we are super excited to have with us Professor Helen Sana Mazu, who is in the Harran School of Art and Design. And she's got a pretty exciting and innovative program plan for us today. And so I'm going to stop sharing now and invite Helen to share her screen and to introduce what's going so Welcome, Helen, and tell us what's going to happen here today. Thank you so much, Steve. And also, thank you. Am I screen sharing it? There we go. Okay. So thank you so much, Steve, and to Chancellor Banz and to Professor Sandra Petrono. This is a really, I think, a great series, and I'm really, really super pleased to be here. So today, we're going to be talking about design, thinking, in translation. Oh, you know what? Let me see. We're actually at the end slide. Let me do my stop share right now. And get back to where we need to be. So Okay, Let's start this again. And screen share. There we are. There we are. There we are. So the title of my talk is design thinking and translation. How thinking like a designer helps connect research to application. What we're going to do today? Get to the next slide. So on today's agenda, I'm going to show you a couple of projects that I think kind of exemplify what design can do with research. The first project net policy sort of way and the second one in a way that impacts end users. In the second part, I'm going to be introducing the framework. That we use throughout our program here at Harran. And the third part, we're going to be taking a day. We're going to be taking the first day of the class of my class in design school. It's going to be like 5 minutes or so with two exercises, a little bit of reflection after each exercise. And then we're going to open it up for discussion. Okay, so for the first project, the first project We're going to a quick right? Thank you for the reminder, Steve. Yeah. So the question I'd like to ask you is how familiar are you with design thinking. There's been a lot in the popular press about this in the past maybe five, ten or so years. So I'm just kind of curious how much exposure the concept gotten. Okay. So very familiar at 75% of our friends have responded. So if you haven't had a chance to, we'll give you just another second to respond to the survey so we get a sense. And then we'll be able to see. A. So the results are Tea. Okay, so we have folks with a little familiarity, and then kind of more folks who are very familiar, I've never heard of it. And we've got, nobody who's admitting to be an expert, although I'm sure that there are some folks out there who are experts, although you might not be aware of it because it looks and it sounds a little bit different depending on the discipline. Okay. So in terms of design itself, and again, how we it here, This is a spread from the past journals. The pass the past was a program called parenting and pregnant adolescence. Excuse me, I need to really go back to my previous screen on this. There we go. Okay. Pregnant and Parenting Adolescent Support Services. It was sponsored by the Indiana State Department of Health. And I worked on the project with members of the Health Communications Department here, I UPI. I'm mostly Jen Butte. What we have here are journals that we handed out to our participants for use on a monthly basis. Pas had three phases, and this particular journal represents one phase. You'll see from the next slide, this is a sample spread. What we did is we asked questions that might be familiar to you from more academic sorts of research, but we tried to frame them in a way so that they were potentially more interesting for our participants, and also would get maybe richer richer information and more detailed stories. So you'll see on the left hand side, two pie charts. The first one is an example of how you might fill out the pie chart. The question is where I sang this week, and the responses are in my baby's room in a church and in the shower. The responses themselves, we tried to make them kind of suggestive to our participants. So that they could relate to them and so that they could see them as potential activities to engage with. The second part, how I spent my money this week is where we really began asking the questions that the research was aiming to get at. So the responses here are on food on childcare and on entertainment, and the p charts already divided into eight sections to kind of give you a head start. On the right hand side, you see two sections. One is called this week, I'm proud that I. So again, something that helps support the mothers with an idea of achievement. And to give them an opportunity to be proud of themselves and how they're taking care of their kids. And the last part is an example of how we're giving folks an opportunity to set goals. So next week, I'd like to. Here are other parts of the project. Here's a recruitment flyer. It features a tearaway sticky pad with a little bit of, a little bit of steady information, actually, which is tell your story, really Thorton Suite. And then, of course, the contact information. Here is a prototype. Of a design that our participants thought would be really helpful in terms of how to communicate who they are and what their lives are about to a general population, they're large touchscreens that are placed in public places like Parks. And here is the end result of the project. It's the evaluation of the program. It's about 100 pages long, and it was submitted back to the State Department of Health. And hopefully, wound up on the desks of state legislators. You can think of it as a white paper. Okay, the next project, again, this one, the first one was for directed towards policymakers. Second one is for our end users, in this case, teenagers in Indiana. This project was called the Little Book of Stuff. So the Little Book of Stuff was based on Indiana's ten point Adolescent Health Plan. At the time we were one of very few states who even had an adolescent health plan. When we were approached to do the project, it was initially to translate the information from the research to something that would be relevant to teenagers. And And we thought, well, teenagers don't necessarily want to hear about the state adolescent health plan, even though it deals with things that are very relevant to them, stress, sex, depression, drug use. But we thought in order to make that a little bit more engaging, we had put in other things like wear wolves. Um institute. Pickup lines and bowling. So this is what we came up with. On the left hand side, you can see a spread that well, on the top, you can see a spread that essentially deals with dating and in relationships. On the left hand side of the spread, You have scenarios that have to do with coercion. The left hand says the left hand and then the columns says what they might say, if you're in a if you're in a coercive situation. There are two examples. One is, I got tested for diseases. And on the other side, the response is, Yeah, well, babies are contagious too. The one that I like the best is on the bottom. It says, But I love you. And the response to that as well. The difference between Love and Herpes is Herpes lasts forever. So you can see there's a little bit of humor injected into the actual kind of content. And I would say maybe the intervention. But it's actually I think useful and kind of demonstrative, how you can take formal language and prescriptive language and turn it into something that you might actually be able to say, On the right hand side, are ideas for cheap dates, which basically have to do with dates you don't have to spend money on such as stargazing and romantic competitions, that's at the bottom, which is challenge each other to a duel, acute duel. Compete for the most complicated hop sktch board, the most complicated sandcastle, et cetera. So again, beginning to make suggestions for other things you can do that don't necessarily have to do with sex. The bottom, you've got a tag that we had a sheet of at the end of every book that gives you information for where you can go to ask questions about health. The books were really popular. We made the first one was 10,000 copies. We handed them out to high schools around the state. And the story that I like best about the books is there was a kid who was reading a book in the hallway. Administrator walked by and saw the spread with the banana, which explained how to put a condom onto a banana. It was literally a banana and you were literally learning how to put a condom onto a banana, which, of course, has other applications. And he was busted and was sent to the office. Okay. So this is a framework. So again, the previous projects, we've got one that's relevant to policy and taking your research from where it is in the university and out to where decision makers are. And the second one is taking your research and taking it to to your end users, to basically the people who would benefit by the work we're doing inside the academy. This is an image of the framework that we used to make such work. So I would say in the first project with the journals, we're at this stage, where we are trying to understand what the teens are going through what their lives are like and what they value. And in the second project, we've got execution. So we've been through an evaluation we've been through, sorry, an ideation stage. We've prototyped it. In other words, we've tested it out. We've looked to see if the tests are giving us kind of net positive results. Are they generally working, and then we execute them. The stage after that in an academic context, of course, would be to do an evaluation and to see in what ways they're actually working. And that becomes more complex because then you're working with metrics and all the other things that we do here in the academy that take a really long time to do. One of the things that I really like about design is that you can do it pretty quickly, and you can try things out in the design context that might make a difference along the way. As you're doing the research, you can come up with other collateral activities and objects that can, actually be examples of applied research. Okay. So this is the model for all the work at Hern, as I've said, this is the start of our first day at Design school. So welcome students. To kick off your three year journey in design here at Hern School of Art and Design. I would like to ask you a question. In front of you, you have an object. What are some questions you may you might ask about this object? And this is the s. We're asking people to unmute, turn on your camera and interact with doctor Sana Matsu cause she really wants to hear what you're thinking. So answer this question, please. And you can also put your responses into the chat. That's okay. Cat Stephen, right? Yeah. Yeah. And I see Tammy has unmuted. And so has doctor Petrone. So go ahead. Who's going first? What do you? Why do they have the strange pieces on the edge the metal pieces underneath the eraser? Understood why that's there. The use of green and yellow is always seemed to me to be a interesting choice. It certainly stands out, but And I've never understood why it was called Ticonderoga. Right. Yeah, it's one of the most popular pencils in the United States. Of course, but yeah, Excellent questions. Also, I'd like to note with the green, it's metallic. So it's not just printed in a flat green, it's kind of its shimmery. That maybe to match the thing at the very end. Hey, Tammy. Thank you so much. Tammy Tammy's ready. That's the question that like if I was an alien, I would ask, What is this for? What do I do with this? Tam Tammy Hannon, is that you? Yes. Thank you. The alien question is familiar. That's a reference to another type of exercise we do in our design work here at at IU. Seen Okay. Oh, sorry. There are several comments in the chat. Questions. The questions include, where did the pencil come from? Will I be taking a test, which may come to I'm in a class today? Why was Wood selected for the item? Why did you select yellow and green? Who is Dixon? Yeah, uh huh. Ticonder oga name? What is Dixon a style? Why is the writing part so long, but the eraser so small? Who has held this pencil before? What do you do with this device? How do you hold this implement? Why do I need this anymore? We have computers now. Why is this a popular pencil? Why is this tea shape? Why is there ribbing on the metal band near the eraser? How did the creator make the yellow paint so smooth on every side of the pencil. So there's a whole bunch of questions for you. A whole range of questions. Thank you so much that was totally fantastic. Usually have to say something like try to think of a question that nobody else would ask, and I didn't have to prompt you at all. So I would say, we've got some amazing designers out there already. So the question I have for you now is, what did we do? What was this activity about? And that could be responded to, of course, out louder in the chat. And there are no wrong answers because we did a whole lot of things, including just talking. On tat. One chat says brainstorming session. Mm. Mm. Thinking about the why behind the design, of course. Let's come up with one or two more. Okay, learning about people's experience with the Object. To. Well, let's read these out loud. So this was thinking about the why learning about people's experience. This activity was about getting us to think what an alien might wonder. We wondered about the use, gathered information, some critical observation, and thinking about perspective of a potential user. Yeah. Fantastic. Okay. So I think all of those comments can be grouped into and feed into these basic themes. So the idea of what we just did is we defamiliarize yourselves with the common everyday object. And by doing so, I would propose that we thought of alternative contexts in which we can see the object, for example, in terms of the context of manufacturing. We thought of new perspectives for the object. In other words, what was the object used for? Like, how was it actually active? How did it work in the world? By doing that, I think that we begin looking at thoughts that have to do with empathy. In other words, when you think about how you use the pencil, you think about, k, who used it? When you think about the alternative contexts, in other words, how was it manufactured, you could think, k, who manufactured it? And where did they do that in the world. And potentially, what were the conditions of how they manufactured it, right? So this type of exercise, I think is really good at kind of taking you deeper into an object to see what are the other things involved that generally are invisible to us? Well, they're out there kind of, in our experience every day, but we kind of make them invisible. They're invisible as we use them. It also brings us an awareness to an awareness of human factors. This is a term that's used in human computer interaction a lot. And also, it's a term used in ergonomic design, Human factors is basically how do humans? How do people approach the design that you have? So are people going to find it usable? Are people going to find it a pleasure to use? Are people going to find that it solves the problem that they're using this thing for? Right? So when you begin, thinking about design, I would say when you think about any kind of problem solving, you need to think about the people who you're expecting to utilize it. Then also, the people who you're expecting to benefit from your work, because nobody's going to benefit if they can't do it. Okay. Okay. The next activity is going to require a Google Jamboard. So I'm going to stop sharing right now. There we go. And Y. There we go. Thank you, No. So here's a question for everyone. And the same thing, you can call it out or put it put it into the chat. And Steve, this time, I will not step on your toes regarding reading out. Oh, that's chat. I'm sorry about that. Well, let me say to our audience that you don't need to go to the Jamboard. We're asking you to either shout them out or to put them in the chat, and we will put them on there so that Helen can do the next piece of the activity. We thought this would go faster. So go ahead and share your ideas with us about how we might stop a dog and a cat from fighting. Okay. So there's already some coming. Throw a bucket of water on them. Separate them, pull them apart. So T throw a bucket of water would be like kind of like pulling them apart, but you have a very strong, like external force, right? You can place them in cages, say, the barrier approach. Separate them a is also a barrier. You've got what is that, you can disrupt or dist. Right? So you could basically, that approach might be looking at both sides, figuring out what both sides might be vulnerable to. And then distracting them. Train them not to fight, right, being proactive. I love that as a parent, I love that solution. Very difficult to do, but I love the idea of it. So train them not to fight, get them both food. Another really great distraction thing, like, what are the, quote, human factors, right? They're animals, but what do what's important to them? Right? I food is a factor for them, then provide them with food. Okay. There's another disrupt distract. There's the sticky notes in front of the notes, so I can't really narrate some of the rest of them. Get between them. So another kind of separate idea that's gosh, a little bit more intense, I would say, treats. Right? Again, that's another kind of human factors sort of idea. Get them counseling. Right? That is fantastic. I don't even know how to put that into into a category. It's kind of so kind of so meta. All right. So what I'd like to do? Do we have any more of them descript? Okay, so what I'd like to do is have us look at them. Yeah, and begin, really medicate them, nice. And to begin thinking about how to group these ideas. Right? So I've already called out some things kind of along the way. You've got a barrier method. You've got a distraction method. You've got methods that deal with them kind of where they live, like, you know, treats and food. You've got a proactive method, which is train them not to fight. And you've got the explain the basics of getting along, which might also be the get them counseling. Yeah. You could put that into that group. So basically, what we've got is we found themes or I think my I think another way to think about that would be we've kind of coded the responses that we've gotten. So we're looking for general categories of the ideas that we've come up with. Again, we're kind of in a broad thinking sort of stage. And we're not thinking about feasibility or doability. We are we still seem to be thinking about basic things like the laws of physics, but I would like to say that based on the spaceship or the space alien idea, from a couple of slides ago, those types of things can also go way out the window. Because what we're looking for are ideas that maybe can be able to be transformed into other sorts of ideas that might be closer to what's feasible or doable. Okay. No, I think we're okay with that. Can I go back and start sharing my screen? So what we just did was an example of divergent thinking. This is another really key part of the design process. And I'd say it's probably at least in our teaching and my teaching, specifically, when I'm working with kind of baby designers, brand new designers. Divergent thinking is like the foundation of how you work as a designer. You think about all the things. You think about all the potential, and then you take that all and you begin establishing criteria and running your ideas through essentially the parameters that that help you figure out which ones are going to be the most feasible and which ones are most appropriate for you. The divergent thing also helps you look at new approaches for how to solve problems, or how to address the situation or the issue in front of you. It suggests community engagement. Because when you're diverging, even if you're not diverging with members of the community at that point, you begin thinking more broadly about, ok, who are the other people who are impacted? Who are the other people who we would like on our team to help us be more effective? And I think it's really important for us to think at the time about bidirectionality. In other words, there's opportunities for us to from the community and the community to learn from us, right? I think this is really, really, really important, I grew up in a University town. I grew up in Riverside, California, where there's a University of California campus. And it always puzzled me how separate the university was from the rest of the city. And there wasn't any reason for me to I mean, why should that be? Like, I thought that and here's maybe a good example of how and maybe this is something that really impacts how I approach my work here at the university. When I was in high school, I was in my kitchen. I didn't have my glasses on. I looked at the floor and I saw this horrible looking like thing, and it turned out to be an insect. And I thought, Oh my goodness, I want to know what this is. I called the university like general number. They sent me to the entomology department. The entomology department secretary, said, Okay, well, it sounds like a potato bug, but please bring it in and we can do a proper ID. So I got a empty margarine container. I found parking on campus because she told me where to get free parking for just a few minutes on campus. Otherwise, parking on campus with a huge barrier. I think it is at most universities. Went up to the apartment, said hi, she opened up the margarine container, said, that is a potato bug, and don't worry it's harmless. And it's not supposed to be in your house, but at certain times of the year, it's going to find its way in there, and you're cool. Probably not going to happen again. And I was a really happy camper. I learned from the university. And the university got to know that I was out there too. So Anyways, that's kind of a long story, but I do believe that that's something that, you know, maybe kind of gives you an idea of how little it takes to establish a connection between the inside and the outside of the Ivory tower. Also, so intro diste interdisciplinary partnerships, I think are inheritance type of work. Those partnerships can help you come up with novel solutions or new ways to frame your research. And in the end, divergent thinking invites greater relevance because you are thinking in these more expansive ways about problems and issues that you maybe have been thinking about for a very long time and our experts in in one way, but potentially could use some experts in other ways to kind of push your work and your research along and increase, you know, its give it more of a bridge to various come various communities, including academics. Okay. So that second part. So the first part the first project, the Pencil project, dealt with dealt with ideation, and actually, I'd say definition because we're looking at a problem and we're kind of opening it up. In this last part, the dogs and cats from fighting, we're basically looking at ideation. We're coming up with lots of different solutions, right? So in the pencil, we're kind of saying, Okay, this is what's in front of us. How can we think of it differently? Second one, Okay, we now know what's in front of us. It's a problem or a theme or a direction of research. How might we think about it differently? Again, this whole wheel takes care of the entire design process from learning about the area in which in which you're focusing, defining the problem, going around and Dating and looking at what new solutions might be evaluating those solutions, making the thing or writing the thing, and then going back into this wheel again. In the end, you have your final project, which could be something that is relevant to end users, or to policymakers or to other folks in your field or other folks in other fields. Okay. Um This is a shameless plug section. So if you are interested in any of the ideas that I've talked about. Then here's a way to look into how to engage, and they're all here at IU and at IUPUI and the Indianapolis campus. My department has a design thinking certificate. Entirely online. Most of it's asynchronous, some of it is actually in real time. And there is the QR code to help you get access to the website right there. The patient engagement Corp has been a part of the School of Medicine for probably eight years or so. In the patient engagement Corp, they do work that's a little bit different than the things that we just saw they use design as a tool to get to know participants and potential participants in studies at the School of Medicine and health services studies. There's people are lined up to use the patient engagement Corp AKA research Jam. One, because I think it helps them think more innovatively about their work. And two, because I think it's just really fun to make things in response to the things you've been thinking about for your entire career, right? And maybe haven't seen manifested in a way beyond, academic papers and presentations of conferences. It's kind of a way to really interface differently with your field, and others close field, other fields. And last but not least is the BFA program, the four year undergraduate degree in Visual Communications Design. That's basically mostly where I am. I teach in the sophomore program and in the Capstone program. Actually, there's one more thing. New to us is also a Master of Design program. Two year long well, actually, the designation is new. We've had the program for a long time. It's now referred to as an MDs. Instead of an MFA, which it was previously. It's a two year long program. It's a cohort of about eight to 12 people. You start at the beginning with a specific context in which you're working at the beginning of the two years. At the very end of the two years, you've gone through the entire wheel, and you're at the point where you haven't just delivered what the end result is or what the end design, the service design or the object is. You are actually helping folks who are using it implement the design, right? So it's kind of the full process. And last but not least, here's me. Maybe it is least because they feel like everything that preceded this is really the point of the stock. But if you want to hear more about the work that I do, the work that we do here at Harran and about the relevance of design to research, then please give me a shout. Here's how you can get in touch. Well, we are at the end of our time together, and we like to end a few minutes early because we know this is over the lunch hour and that people have things to do. So I want to take a pause now and thank you, Helen, for taking us through this process today in such an engaging way. You gave us a lot of things to think about. It was fun, and you stretched our minds in some ways. And you helped demonstrate the whole point about what our center is about is how we generate knowledge, and we use it to solve complex problems, and it's an interdisciplinary format. So, thank you for taking the time to do that. Thank you remind her of the opportunity. Oh, we're so glad, and I know that you'll be getting some calls and some opportunity afterwards. And that's what we hope happens. We hope that people connect. And we had some new folks coming today. You're seeing lots of kudos in the chat for your presentation, and it was top provoking, et cetera And we hope that you all will join us again next month for our scholar of the month series and upcoming events. Again, as you can see, in September, we have doctor David Wilkerson. And then please come join us for our fall showcase and Awards program on October 19. Now, we will hang out here for a little bit, because that's what we do afterwards. If you want to have a private moment, as it were, on line with everybody, to talk to our presenter or just her conversation, we'll be here for a few minutes, but otherwise, we thank you for coming. We know you have other things to do.