Our society faces complex social justice challenges, often exacerbated by existing engineered products and technologies. Engineering designers play a critical role in creating and studying products and technologies that can both aim to solve and unintentionally contribute to social injustice. There is a growing priority in the engineering design research community to incorporate justice into design work and to do so meaningfully and intentionally. Therefore, there is a need to more deeply understand how scholars have integrated concepts of justice into their design work and to bring to light areas of future research. In this paper, we conduct a scoping review of design and justice in eleven scholarly venues relevant to the engineering design community. A scoping review allowed for a broad range of topics to be covered to identify major research themes and gaps, and to explore boundaries of the nascent study of design and justice. After searching the relevant venues, we conducted a thematic analysis to capture the major themes in the dataset of papers relating to justice and design. We found that scholars connected justice to their design work in ways that can be categorized into three main areas of design: Designers, Design Outcomes, and Design Process. Our analysis highlighted areas of future research in studying justice as relevant to Designers, Outcomes, and Processes, as well as identifying an overall call to redefine design as a whole in the pursuit of justice.

Co-design is a participatory approach where stakeholders are engaged as designers, adding insight through their lived and technical experiences. Understanding co-designers' experience designing can help improve co-design processes and their outcomes. However, there is currently a lack of established tools for evaluating participatory design processes, especially from the perspective of co-designers. Community-Based Participatory Research (CBPR), which engages partners as researchers throughout a project, offers validated tools for evaluating partnerships. While CBPR and co-design both aim to actively engage partners throughout a project, limited work has explored how CBPR evaluation tools might apply to co-design. In this methodological paper, we present a CBPR-informed survey developed to evaluate co-designers' experiences. We piloted the survey with community members in Ethiopia and Kenya engaged in designing family planning interventions. Here, we present the survey we developed and share our learnings on how utilizing a CBPR-informed approach to understand co-designers' experiences can provide deeper insight into how co-design processes impact those who participate.

BACKGROUND:Fetal malpresentation contributes significantly to cesarean deliveries. External cephalic version (ECV) reduces this risk but requires skilled performance. In low-resource settings, limited training opportunities hinder its use, highlighting the need for effective simulation-based education. OBJECTIVE:This study aimed to develop and evaluate an external cephalic version simulation-based educational program. STUDY DESIGN:We used Kern's 6-step framework to develop a program composed of 6 learning objectives with 6 distinct components specifically for low-resource settings. We conducted a 3-round modified Delphi panel to modify the program. We evaluated the program through a cluster randomized study of obstetrics and gynecology house officers, junior residents, senior residents/fellows, and consultants/attendings in January 2025 at Korle Bu Teaching Hospital in Ghana. Self-reported comfort and confidence, knowledge, skill, and program feasibility and acceptability were analyzed using t tests, Fisher exact tests, and Spearman's rho. RESULTS:The Delphi panel consisted of 14 experts from 5 countries. At least 80% consensus on all external cephalic version program components was reached before implementation. The learning group's self-reported comfort and confidence (P<.01) and knowledge measured via assessment (P<.01) improved after the program compared with the preprogram period. The learning group's skill measured via procedural checklist increased compared with the control group (P<.01). Within the learning group, self-reported comfort and confidence (P<.01) and skill in completing key steps on the procedural checklist (P=.02) were higher among those with a higher level of training. The participants were satisfied with the program and found it acceptable, appropriate, and feasible (5-point rating; mean, 4.42; standard deviation, 0.54). CONCLUSION:Our external cephalic version simulation-based program improves comfort and confidence, knowledge, and skill among Ghanaian clinicians. Given that external cephalic version success depends on the skill of the performing clinician, our program may help increase external cephalic version rates and thus decrease the rates of avoidable cesarean delivery and its complications.

Co-design is an equity-centered method of human-centered design that offers the opportunity for diverse voices (including designers and those for whom a solution is being created) to design together. As experts in their own lived experiences, co-designers provide valuable insight to help contextualize the problem being solved, leading to more feasible, viable, and desirable solutions. In particular, co-design has the potential to aid design for global health equity as health issues have many complex social influences. However, methods for practicing co-design and for evaluating that practice, especially in the context of global health, are largely understudied. This study aims to fill this gap by conducting qualitative coding and thematic analysis of survey responses from co-designers engaged in human-centered design workshops in Kenya and Uganda. From this analysis, we have gained insights on the knowledge gained by co-designers, what they enjoyed about the co-design process, what was challenging for them, and what suggestions they had for improving the workshops themselves. The findings of this study reveal that while co-designers gained knowledge and had an enjoyable experience, barriers to successful co-design continue to persist, including time constraints and language barriers. This study highlights the need for further research to overcome these barriers, by refining co-design curriculum and evaluation tools, in order to achieve more successful and equitable design.

Much of the methodological literature on rapid qualitative analysis describes processes used by a relatively small number of researchers focusing on one study site and using rapid analysis to replace a traditional analytical approach. In this paper, we describe the experiences of a transnational research consortium integrating both rapid and traditional qualitative analysis approaches to develop social theory while also informing program design. Research was conducted by the Innovations for Choice and Autonomy (ICAN) consortium, which seeks to understand how self-injection of the contraceptive subcutaneous depot medroxyprogesterone acetate (DMPA-SC) can be implemented in a way that best meets women's needs, as defined by women themselves. Consortium members are based in Kenya, Uganda, Malawi, Nigeria, and the United States. Data for the ICAN study was collected in all four countries in sub-Saharan Africa. In order to both illuminate social phenomena across study sites and inform the program design component of the study, researchers developed tools meant to gather both in-depth information about women's contraceptive decision-making and data targeted specifically to program design during the formative qualitative phase of the study. Using these two bodies of data, researchers then simultaneously conducted both a traditional qualitative and rapid analysis to meet multiple study objectives. To complete the traditional analysis, researchers coded interview transcripts and kept analytical memos, while also drawing on data collected by tools developed for the rapid analysis. Rapid analysis consisted of simultaneously collecting data and reviewing notes developed specifically for this analysis. We conclude that integrating traditional and rapid qualitative analysis enabled us to meet the needs of a complex transnational study with the added benefit of grounding our program design work in more robust primary data than normally is available for studies using a human-centered design approach to intervention development. However, the realities of conducting a multi-faceted study across multiple countries and contexts made truly "rapid" analysis challenging.

Although many design for manufacturing tools and methods have been developed, it is unclear if engineers at startups widely use these design support techniques. We interviewed twelve engineers employed at startups to better identify common practices related to design for manufacturing. Specifically, we sought to learn the design for manufacturing strategies and tools used, and the timing of considering manufacturing constraints—such as process cost and geometry restrictions—in startups’ new product development processes. Interviews were analyzed using an inductive coding approach. All interviewees viewed design for manufacturing as being necessary for a successful product launch, but the implementation of considering manufacturing constraints varied. Interviewees mainly learned of the importance of design for manufacturing through negative personal design experiences where they did not emphasize the consideration of manufacturing constraints, a process which was described as “earning scars.” Formal education was viewed by interviewees as having limited practical utility, and startups’ staffing and funding constraints contributed to informal new product development processes and design practices. We identified ten emergent informal design for manufacturing strategies employed at startups, with most strategies relying heavily on consulting external manufacturing experts. We noted only a limited use of design for manufacturing tools, such as manufacturing simulation software and cost modeling. Insights from this paper can lead to better educational practices, contribute to more contextualized advising of startups, and guide other resource-constrained design teams.

Global health access and delivery in low-and middle-income countries constitutes a complex challenge for service design. While previous studies have examined how human-centered design (HCD) methods can make an impact on global health challenges, how HCD is leveraged in the design and implementation of health services in global contexts remains poorly understood. In this work, we introduce a case study of an organization called Mujeres Moviles, which provides cervical cancer education, screening, and treatment in rural Nicaragua, and-grounded in more than 100 hours of field research-we trace the organization's journey from its founding to the scale-up of its pilot program. We critically evaluate how Mujeres Moviles' activities align with conventional HCD models, revealing a striking consistency with HCD models, despite the organization receiving no formal training or guidance in service design or HCD approaches. These findings have important implications for service design practitioners working on global health challenges and for service design theorists seeking to support designers working in complex problem spaces.

Prototypes are critical learning tools in the design and development of innovative products. Computer-aided design (CAD) models are most closely associated with detailed design, but emerging research suggests a role for CAD to create virtual prototypes earlier in the design process. In this study, we explore the use of CAD as a prototyping method throughout the design process. We conducted a literature review of scholarly works that described designers using a 3D CAD model to learn about their design. A total of 24 studies were included in our review and were coded to identify common uses of CAD as a prototyping method. CAD was used as a virtual prototyping method from early conceptual design through detailed design but was most frequently used to create operational prototypes when a design was substantially developed, rather than as a simple mock-up. The most common use of CAD prototypes was to assess feasibility of technical aspects of the design. We also observed several examples of CAD models that were used to explore the design solution space and as means of communication with stakeholders. The benefits and limitations of using 3D CAD models as virtual prototypes are also summarized.

Both Rwanda and Australia have made significant strides to eradicate cervical cancer. To understand the successes in Rwanda and Australia, a comparative policy analysis was conducted based on key informant interviews and a review of peer-reviewed literature and policy briefs. Notable findings were identified that offer lessons for countries across the income spectrum. To address cervical cancer, low- and middle-income countries can leverage foreign aid, international collaboration, and strong political advocacy, as Rwanda did. High-income countries can invest in translational research that builds capacity from basic science research to implementation of novel and impactful health products and services, as Australia did. All countries can consider rolling out HPV vaccination by targeting the social and/or physical environment (e.g., a school-based vaccination program, as both Rwanda and Australia did). Cervical cancer is preventable, and eradication is within reach for countries across the income spectrum around the world. Cervical cancer screening programs are needed to minimize the incidence of and mortality from cervical cancer in the short term, and HPV vaccination programs are the best strategy to eradicate cervical cancer in the long term.

In this case study, we present a project of Reflex Design Collective, an experimental social equity design consultancy based in Oakland, California. Since founding Reflex Design Collective four years ago, we have reimagined the role of “designers” to transform relationships structured by oppression. To illustrate this reimagination, we present a case study of our work as ecosystem-shifters. In 2017, we facilitated a co-design innovation summit where unhoused Oakland residents led collaborative efforts to alleviate the burdens of homelessness, with city staff and housed residents serving as allies instead of experts. Our approach to design facilitation differs from a typical design thinking process by pairing our clients with those on the front-lines of social inequity in a collaborative design process. Specifically, we elevate the importance of democratized design teams, contextualized design challenges, and ongoing reflection in a design process. We highlight successes of our design facilitation approach in the Oakland homelessness summit, including outcomes and areas for improvement. We then draw higher-level key learnings from our work that are translatable to designers and managers at large. We believe our approach to equity design will provide managers and designers an alternative mindset aimed to amplify the voices of marginalized groups and stakeholders.

At the University of California at Berkeley, the vision of a 2020 Engineer with the skills to solve the global challenges of today is being realized through an emergent program focused on design for social impact. A minor for Ph.D. students, Development Engineering (DevEng) is a degree program and accompanying ecosystem that aims ". . . to create technology interventions in accordance with the needs and wants of individuals living within complex, low-resource settings.'' This paper explores how the competencies conveyed through the DevEng program overlap with and go beyond the criteria laid out for the Engineer of 2020. Today's engineering student engages with a wide variety of global problems, only some of which are addressed by solely technological solutions. Academic programs across the country, including DevEng, have recognized that a unique skillset is needed to address these complex challenges. As a result, there is a growing collection of academic programs (e.g., DevEng, Design for Social Impact, Humanitarian Engineering) that train technologically adept engineers to work in multifunctional teams while attempting to have a positive social impact on the world. In this paper, the authors examine the skill development activities that students in the DevEng Program are exposed to and whether they meet or exceed the goals and principles of the 2020 Engineer. The paper further describes the DevEng learning objectives and accompanying ecosystem opportunities to determine whether the program is on track in providing students with a multidisciplinary set of skills and diverse experiences that effectively train the Engineer of 2020.

Concept clustering is an important element of the product development process. The process of reviewing multiple concepts provides a means of communicating concepts developed by individual team members and by the team as a whole. Clustering, however, can also require arduous iterations and the resulting clusters may not always be useful to the team. In this paper, we present a machine learning approach on natural language descriptions of concepts that enables an automatic means of clustering. Using data from over 1,000 concepts generated by student teams in a graduate new product development class, we provide a comparison between the concept clustering performed manually by the student teams and the work automated by a machine learning algorithm. The goal of our machine learning tool is to support design teams in identifying possible areas of “over-clustering” and/or “underclustering” in order to enhance divergent concept generation processes.

Concept clustering is an important element of the product development process. The process of reviewing multiple concepts provides a means of communicating concepts developed by individual team members and by the team as a whole. Clustering, however, can also require arduous iterations and the resulting clusters may not always be useful to the team. In this paper, we present a machine learning approach on natural language descriptions of concepts that enables an automatic means of clustering. Using data from over 1000 concepts generated by student teams in a graduate new product development class, we provide a comparison between the concept clustering performed manually by the student teams and the work automated by a machine learning algorithm. The goal of our machine learning tool is to support design teams in identifying possible areas of "over-clustering" and/or "under-clustering" in order to enhance divergent concept generation processes.

Human-centered design, for its value in allowing design practitioners to deeply engage with and understand the manifold needs of their end-users, is often invoked to tackle challenges of poverty and development around the world. TheDesignExchange is the largest comprehensive database of human-centered design methods and has been built to support designers working in a broad range of project and topic areas. Given the burgeoning interest in leveraging human-centered design methods to address challenges in resource-limited settings, theDesignExchange has begun building out case studies to support a network of designers around the world in addressing complex challenges of poverty and development using a human-centered design process.

To support the development of The Design Exchange - a portal to a comprehensive set of design methods applicable to a range of disciplines - we hosted a series of workshops with design students, educators and practitioners. In this paper, we summarize insights gained from the three practitioner workshops associated with early stage design methods used to: Research, Analyze and Communicate. We contrast the practitioner feedback with insights from previous workshops with design students and educators. We also discuss implications for enhancing professional skills and industry practice into design education.

Web platforms and literature on design methods allow users to search for existing methods based on the method’s name and stage of use. Little support is provided to assess whether a method is appropriate for the task at hand and the context where the method will be applied. In this explorative study, patterns in searching, selecting, assessing and exchanging experiences with peers in professional practice were analyzed across a range of disciplines. This work reports on our findings from interviews conducted with practicing engineers and designers. Several similarities in the way practitioners find, select and assess new methods were found and interesting differences were identified for the practices in exchanging experiences with peers. In this work, we present the findings of our interview study along with directions for future work to better understand design processes in professional practice.

Employees and employers alike increasingly value humancentered design, as it can drive innovation across a wide range of industries. With the growing interest in understanding human-centered design processes as they apply in different professions, there is a rising need to recognize the specific competencies necessary to perform these jobs well. Though there is a body of research on how people discover, create, and use design methods, there is a lack of understanding on what core competencies are necessary for people to apply these methods. Previous interactions with target users of theDesignExchange, an interactive community-driven portal to support design researchers and practitioners, have demonstrated a desire for increased awareness of the competencies required for employability and for successful design practice. This paper reports on a portion of an expansive competency-finding project aimed at identifying the core set of competencies that human-centered design practitioners need and employers seek. In this paper, we present our lists of cultivated mindsets, specialized disciplinary skills, contextualized tasks, and basic skills in human-centered design. These lists represent a first pass at identifying the essential and underlying competencies a practicing or aspiring human-centered designer must have in order to perform their current or future design tasks. The work we present in this paper serves as a preliminary starting point for future research interviews with design practitioners and employers, as we seek to understand human-centered design competencies. INTRODUCTION Human-centered design and design thinking are approaches to developing a deep understanding of potential users or other stakeholders to drive design ideation and decision-making processes. Illustrating the connection between human-centered design [1] and design thinking [2], Tim Brown, president and CEO of IDEO, states on his company’s webpage: “Design thinking is a human-centered approach to innovation that draws from the designer’s toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success” [3]. Brown and IDEO used their conceptualization of design thinking to popularize human-centered design by linking its principles to the needs of the business world [1]. Though the popular concept of design thinking has mainly been applied within the realm of product development, the roots of the term can be traced back to Peter Rowe’s 1987 book “Design Thinking” [2]. In the book, Rowe credits Rittel and Webber’s (1973) [4] presentation of wicked problems – problems that require iterative processes that can only be understood within socially complex contexts – as inspiring the tenets of design thinking [4]. As the practice of human-centered design – including design thinking – has become more popular, practitioners from many different backgrounds have begun to incorporate humancentered design principles in their work. Despite its growing multi-disciplinarity, human-centered design’s core set of underlying competencies remains poorly understood. Throughout this paper, we use the term “competencies” broadly to encompass a range of mindsets, skills, and tasks. The wide range of human-centered designers, including those in engineering, design, architecture, business, public policy, education, and more, each have their own unique set of mindsets, tasks, and skills. In this work, we begin to characterize the fundamental competencies in human-centered design that transcend the practitioner’s discipline. The preliminary sets of competencies that we present in this paper are hypotheses; in our future work, we will validate the competencies with practitioners of human-centered design and their employers. BACKGROUND The Importance Of Design In Employment Human-centered design (HCD) is becoming more and more prevalent in industry and in employment. In 1997, a Product Development and Management Association (PDMA) study found that new products accounted for almost one-third of the revenues from a sample of US-based companies [5]. PDMA also found that those companies who followed a formal

This poster abstract investigates strategies for finding design methods using theDesignExchange, an online repository of design methods aimed at both practitioners and students. However, students often have difficulty selecting an appropriate method for their work. This preliminary, descriptive study asks: What draws a student to select a particular design method on a page? The findings reveal that students are more likely to browse, rather than search, for design methods on the repository, and that they are attracted to methods primarily because of the method’s view counts and titles. Students perceived the Design Exchange as useful for finding new methods, specifically during ideation after exhausting methods they already knew and useful for sharing information with teammates. This study also provided user feedback for the site, validating and directing future site development.

Each year, cervical cancer causes the death of over 275,000 women worldwide with eighty percent of these cases occurring in low or lower-middle income countries. Cervical cancer screening programs reduce cervical cancer occurrence by identifying and treating pre-cancerous cervical abnormalities before they develop to malignant stages. Standard methods of screening are inappropriate for use in low-resource settings and therefore screening is very limited. Based on a design ethnography studyperformed over a two-month period in Ghana, a need was identified for a low-fidelity model to assist in training healthcare providers to screen for cervical cancer using visual inspection with acetic acid. The design presented in this paper is a box trainer with a simulated vaginal cavity that allows a user to insert cervical images displayed on plastic tabs or cards from the Jhpiego Visual Inspection of the Cervix Flash Card Set©. A modular electronic feedback mechanism trains the user to properly complete the steps of the screening procedure and to track the successes of their diagnoses. This paper describes the need for a cervical cancer screening trainer, the process used to design a trainer to support visual inspection with acetic acid, and the results of prototyping and preliminary usability tests.