Collaboration and creation: The benefits of a Biomedical Sciences design sprint
The School of Biomedical Sciences (BMS) embraced a new curriculum transformation approach at the University of Leeds, when they engaged with the Learning Design Agency (LDA) for a design sprint. This collaborative approach, looking at aligning and communicating synoptic assessment, resulted in changes that will enhance both staff and student experience in the school.
What is a design sprint?
A design sprint is a burst of energy, giving teams dedicated time and space to work on an opportunity or problem with a tangible end goal in sight. A sprint facilitates rapid idea generation, the creation of solutions, and the testing of these solutions, co-creating with students at each stage. For the BMS team, this approach led to actionable solutions, giving the team confidence and ownership, while directly benefiting the students.
Pre-sprint preparation
“The insight work done by the LDA team was really, really valuable for us.” Professor Charlotte Haigh, Dean for Student Education: Educational Enhancement and Student Experience.
Before the sprint, the LDA worked closely with the BMS team to outline objectives and tailored the process to their needs. Through discussions with academic staff, students and alumni, the LDA provided valuable insights crucial to the sprint’s success.
The first sprint: 2 days
“Support during the days was absolutely fantastic. The facilitators were brilliant.” Alexandra Holmes, Lecturer, School of Biomedical Sciences.
Over two days, a multidisciplinary team from BMS spanning leadership and support staff worked in partnership with students to achieve their goals. Guided by expert facilitators, they progressed using design tools such as persona mapping to make sure the audience was clear, and re-articulating ‘how might we’ questions to give direction toward finding the right solutions. Another tool was to review the innovative ideas and select solutions for further development and testing, leveraging the diverse perspectives on the day to refine existing practices. This collective effort created a sense of shared responsibility and ownership among the team.
Impressive results from the first sprint
“A new module came out of the design sprints — I’m really proud that I’m able to take other people’s ideas into fruition and actually create something.” Alexandra Holmes, Lecturer, School of Biomedical Sciences.
The outcomes of the sprint were remarkable. From planning the creation of student-centred animations to an online learning platform, the BMS team worked alongside students to translate ideas into workable solutions that will enhance the educational experience of students and staff. These achievements highlight the transformative potential of a collaborative design process and co-creation approaches at the university.
Reflecting on the experience
“It’s the biggest challenge and there’s so many people with different opinions and I just think that levelling the playing field and getting everyone involved working together is absolutely fantastic.” Hannah Campbell, Lecturer in Applied Physiology, School of Biomedical Sciences.
Feedback from participants highlighted the value of the insights gained and the collaborative environment during the first sprint. While challenges were acknowledged, the consensus was overwhelmingly positive, with participants expressing a willingness to engage in similar activities in the future. The video below provides a more in-depth exploration into the experience and feedback of staff who took part in the design sprint.
Continued innovation
“Everyone’s voice was heard in a very different way, which we wouldn’t have been able to do without that specific environment… I think we may have got where we are now without the Design Sprint, but I think it would have taken a much longer amount of time.” Alexandra Holmes, Lecturer, School of Biomedical Sciences.
As the BMS team continues on their design thinking journey, they will complete further rounds of sprinting to test and implement the outcomes of the first sprint. The experience not only launched immediate improvements from having shared understanding throughout the school, but also contributed to wider pedagogical improvements, emphasising the value of design thinking. BMS’ design thinking journey and their progress with their solutions, testing and implementation of these solutions will be shared in the future.
In conclusion, the BMS team’s journey exemplifies the transformative power of collaborative design sprints in universities. By embracing innovative approaches and fostering collaboration between staff and students they have not only enhanced their educational practices but also contributed to pedagogical research and practice.
If you want to lead transformative change, the LDA can help you bring ambitious, future-facing curriculums to life. Let’s redefine the curriculum together. Contact us at learningdesign@leeds.ac.uk.
