Service Design
In the spring of 2020, I took an Introduction to Service Design course at Parsons. The class consisted of learning strategies for brainstorming, interviewing, prototyping, and having context for designs of different services. This culminated in a group project and personal project or re-designing or adding to services at The New School. I worked with a group to address issues in Student Health Services on campus, and completed my individual project on the library, particularly the books on reserve service. Along the way, I presented on mind maps and how to use them effectively.
Books on Reserve Interview Guide
Problem Hypothesis:
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We believe that students should be able to make an appointment online to have access to a book on reserve. So, if we add “make an appointment for a book on reserve” to the website, then we will see that there won’t be more than one student per book at a certain time, and that students can plan better.
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We believe that students should be able to leave the library with a book on reserve. So, if we allow this, then we will see that students can more easily read books on reserve without being limited to staying in the library. This can allow them to better utilize the books.
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We believe that there should be a way to have access to books on reserve for longer than 2 hours (for important research projects etc.) So, if we extend the access time, then we will see students are able to have proper access to materials for their work.
Interview Guide:
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Goal of research: to determine if hypotheses above are valid, and what the experience of the librarian is with regards to books on reserve.
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Questions:
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Do you have to do more work in order for a student to have access to a book on reserve in general? Say, monitoring them throughout the whole process?
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Is there a reason why the access to a book on reserve is 2 hours?
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Is this an arbitrary number, or is there a definitive reason it has to be this amount of time specifically?
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What happens if a student doesn’t return the book within the given access time? Is that extra work for you compared to the normal amount or work in the library?
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Is there a reason students cannot take the books out of the library? Say, to work in the cafeteria, or in a dorm, with access to more necessary materials.
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What is the first step in the process of attaining these books on reserve? How are these books chosen? Can students request certain books to be put into the rotation?
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Are there more than one of each book on reserve? What happens if two students need access to the same book at the same time?
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What have been some problems with this process, either with students, faculty, or yourself?
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What improvements would you like to see to this process, if any?
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Basing design process on elements of Waldorf architecture
We were asked to look into a community in New York City. I chose school communities, especially the community of young elementary school students. Coming from a very privileged background in Waldorf education, I am not knowledgeable about the public school experience. I am looking into ways that I can work with the immense privilege in Waldorf Schools, as well as bridge my knowledge from Waldorf to public school settings/challenges in a social justice framework.
Ideation:
Consultation/Collaboration
Class on children's rights
Consent/Sex Education
Safe Spaces for children in school
Affinity groups
1. Comfort for ages 0-7 years old
Who is comfortable? Whose comfort creates discomfort for someone else?
2. Harmony between the arts
Importance of art in school and incorporation in social change. Interdisciplinary approach.
3. Rhythmic elements
Gestalt principles as a framework for community?
4. Nature, Inside and Out
What lessons can be learned through nature? What is really natural and unnatural?
5. Natural lighting
What can be left alone?
6. Color
Chromotherapy? Role of aesthetics in new design?
7. Flexibility
Ability to change processes, perspectives, curriculum, etc.
8. Geometric perception
Meaning of space in search of freedom (divergent walls to democratize)
9. Importance of Sensory experiences
Embodiment of these services/systems.
Development &
Proposal:
Currently, this project is in process, and has evolved to become a board game and complimentary booklet to teach children about their rights and use the Convention on the Rights of the Child as a starting place and living document for the children to give their opinions.
Education Project
For Integrated Design Studio 2, I am researching schools in NYC as the subject of a service design project.
