@article{bazzano_noel_patel_dominique_haywood_moore_mantsios_davis_2023, title={Improving the Engagement of Underrepresented People in Health Research Through Equity-Centered Design Thinking: Qualitative Study and Process Evaluation for the Development of the Grounding Health Research in Design Toolkit}, volume={7}, ISSN={["2561-326X"]}, DOI={10.2196/43101}, abstractNote={Health inequalities are rooted in historically unjust differences in economic opportunities, environment, access to health care services, and other social determinants. Owing to these health inequalities, the COVID-19 pandemic has disproportionately affected underserved populations, notably people of color, incarcerated and formerly incarcerated individuals, and those unable to physically distance themselves from others. However, people most strongly impacted by health disparities, and the pandemic, are not frequently engaged in research, either as researchers or as participants, resulting in slow progress toward improving health equity. Establishing ways to foster the engagement of historically excluded people is crucial to improving health equity through patient-centered health research.This study aimed to assess the use of equity-centered design thinking (EDT) for engaging community members in research prioritization related to COVID-19. The co-design methods and subsequent production of a toolkit that can be used for engagement were assessed through process evaluation and qualitative methods.Process evaluation and qualitative inquiry, using reflexive thematic analysis, were undertaken to examine the use of EDT. Patient community members and stakeholders remotely partnered with design and health researchers in a year-long digital process to cocreate capacity-building tools for setting agenda for research regarding the impact of COVID-19 on health outcomes. Through a series of 3 workshops, 5 community partners engaged in EDT activities to identify critical challenges for the health and well-being of their communities. The subsequent tools were tested with 10 health researchers who provided critical input over the course of 2 workshops. Interviews with co-designers, project materials, and feedback sessions were used in the process evaluation and finalization of an equity-centered toolkit for community engagement in research. Data from the co-design process, meetings, workshops, and interviews were analyzed using reflexive thematic analysis to identify salient themes.Process evaluation illustrated how the EDT co-design process offered an approach to engage patient partners and community stakeholders in health-related research around COVID-19. The participants expressed satisfaction with design thinking approaches, including creative activities and iterative co-design, as a means of working together. Thematic analysis identified 3 key themes: the value of authentic partnerships, building trust and empathy through design, and fostering candid dialogue around health and social issues impacting historically underrepresented and underinvested communities.The project addressed the need to test EDT strategies for fostering inclusive community engagement in health research agenda setting and provided an alternative to traditional top-down models. Despite the increasing use of human-centered design in health, few projects explicitly include equity in design thinking approaches. The use of methods and tools to intentionally engage underrepresented stakeholders in the process of research agenda setting and equitably sharing power between researchers and community members may improve health research, ultimately improving health equity.}, journal={JMIR FORMATIVE RESEARCH}, author={Bazzano, Alessandra N. and Noel, Lesley-Ann and Patel, Tejal and Dominique, C. Chantel and Haywood, Catherine and Moore, Shenitta and Mantsios, Andrea and Davis, Patricia A.}, year={2023} }
 @article{noel_2022, title={Designing New Futures for Design Education}, volume={7}, ISSN={["1754-7083"]}, url={https://doi.org/10.1080/17547075.2022.2105524}, DOI={10.1080/17547075.2022.2105524}, abstractNote={The design community has made several calls to re-imagine a design education for the future. Here I share a series of visual representations of guiding principles for design curricula that respond to these calls. These sketches were created over several years, exploring visually different objectives for design curricula. In doing the drawings, I wrestle with my own urge to break away from the Ulm-inspired design education of my youth. I created these drawings, often inspired by other images, over several years, as I reflected on design curricula inspired by different contexts: the needs of people in the Global South and of the most “vulnerable” countries (as defined by the United Nations); the pedagogical strategies of Freirean-inspired critical and empowering design education; design education methodologies that mean to promote twenty-first-century skills; design education practices inspired by Latin American decolonial scholars; and, finally, the complexities of pan-African identity. The article acknowledges other examples of decolonial design curricula. While none of the sketches is a complete curriculum, each invites other educators to challenge existing design education paradigms and create culturally relevant curricula for learners in their contexts.}, journal={DESIGN AND CULTURE}, author={Noel, Lesley-Ann}, year={2022}, month={Jul} }
 @article{noel_2022, title={Dreaming Outside the Boxes that Hold Me In: Speculation and Design Thinking as Tools for Hope and Liberation against Oppression}, volume={26}, ISSN={["1027-6084"]}, DOI={10.6531/JFS.202203_26(3).0006}, number={3}, journal={JOURNAL OF FUTURES STUDIES}, author={Noel, Lesley-Ann}, year={2022}, month={Mar}, pages={70–82} }
 @article{leitao_noel_2022, title={Special Forum: Designing a World of Many Centers}, volume={14}, ISSN={["1754-7083"]}, DOI={10.1080/17547075.2022.2110796}, number={3}, journal={DESIGN AND CULTURE}, author={Leitao, Renata M. and Noel, Lesley-Ann}, year={2022}, month={Sep}, pages={247–253} }
 @inbook{noel_liu_rider_2021, title={Developing Thinking Skills in a 4th Grade Design Studio in Trinidad and Tobago}, url={https://doi.org/10.4018/978-1-7998-4993-3.ch002}, DOI={10.4018/978-1-7998-4993-3.ch002}, abstractNote={In this chapter, children from a 4th grade class at a rural primary school in Trinidad and Tobago participated in a three-week vacation camp with a curriculum based on design thinking. Design problems drawn from the lives of the children were used to stimulate deep thinking and engagement. The focus of the design problems allowed students to practice and build a variety of thinking abilities. They practiced both lateral thinking and vertical thinking at different parts of the design challenges. They applied critical thinking abilities of inquiry, analysis, inference, and argument. The students also practiced metacognition as they reflected on their design choices and decisions, and thought of strategies to be successful throughout the three weeks of the study. These results suggest that design-based education can play a role in developing critical thinking skills in an engaging way, even in an under-resourced context at elementary level.}, booktitle={Stagnancy Issues and Change Initiatives for Global Education in the Digital Age}, publisher={IGI Global}, author={Noel, Lesley-Ann and Liu, Tsai Lu and Rider, Traci Rose}, year={2021}, pages={15–39} }