Design thinking is the practice of exploring and understanding human behavior and unmet needs in particular contexts to frame problems worth solving, address them systematically and deliver viable new offerings. In considering what design thinking is, it’s useful to point to what design thinking is not. Design thinking is not a recipe. Designers and people who apply design thinking don’t insert problems at one end and have crisp solutions pop out at the other. The path from challenge to solution is messy and usually uncertain. Design thinking is not a problem-solving method. At its heart, it’s about finding the right problems to solve. Design thinking is not learned in quiet isolation. It is a practitioner’s art with a mastery pathway dependent on the interplay among study, reflection, and action.

See how faculty and students use Design Thinking to make important changes on campus. You can use the following pathways to take initiative and start making the changes so crucial to the community of Elon and beyond.

Design thinking has always been an integral part of the Elon University experience; we just didn’t always know what to call it.

Elon faculty and staff have pursued design-related research, curriculum, and activities daily across campus: in classrooms, studios, and even the Maker Hub. Elon 101 professors, as well as Entrepreneurship faculty, had begun to incorporate design patterns into curriculums, and four faculty members worked long hours to deliver the Design Studio for Social Innovation, a 16-unit, team-taught course offered in a studio environment.

Seeing this emerging pattern, Provost Steven House called a committee of deans, students and faculty members to investigate the potential directions for the initiative. Those efforts drew the attention of Trustee Cindy Citrone and led to a gift from her and her husband Rob to launch Elon By Design, the original design-thinking program initially led by Dawan Stanford. In 2019, Danielle Lake joined Elon as the Director of Design Thinking, leading Elon by Design and the Center for Design Thinking.

Click to view to 2020-2021 Annual Report

Elon By Design aims to 1) create opportunities for the Elon community to build the confidence and ability to identify design challenges and respond to them with design thinking processes and methods, and 2) generate ways for faculty and staff to explore how design thinking might support teaching, scholarship, and service at Elon. The aim of the Center for Design Thinking is engaging faculty, students, and staff across the university as part of a seven-element strategy:

  • Designing the initiative with students, faculty, and staff
  • Cultivating design thinking expressions at Elon
  • Applying design to expressing Elon traditions and developing our future
  • Bringing the best of design to Elon and our community
  • Design conversations at Elon and beyond to inform the initiative
  • Delivering design events, workshops, projects, experiences, and experiments contributing to the future of design in higher education

Elon by Design is an evolving system for consistent actions in and between these seven areas both guided and utilized by Elon students, faculty, and staff.


Learn more about our mission.


Looking for new design thinking-related academic research? Expand the sections below to find selected works from Elon University faculty about design thinking, collaboration, and community engagement.

Design Thinking Research by Elon Faculty Members
Completing the CiCLE: Assessing longitudinal ecosystems change to improve community-based and design-centric immersive learning.

Dr. Danielle Lake


“This study explores the benefits and challenges of immersive, design thinking, and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.
This paper identifies how innovative higher education programs are forced to navigate structural, epistemological, and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.
Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, we argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for both long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).”

Pedagogies for resilience: Intergroup dialogue, design thinking, and the integral approach

Dr. Danielle Lake


“The essays in Pragmatist and American Philosophical Perspectives on Resilience offer a survey of the ways that “resilience” is becoming a key concept for understanding our world, as well as providing deeper insight about its specific actual and proposed applications. As a concept with multiple theoretical and practical meanings, “resilience” promises considerable explanatory power. At the same time, current uses of the concept can be diverse and at times inconsistent. The American philosophical tradition provides tools uniquely suited for clarifying, extending, and applying emerging concepts in more effective and suggestive ways. This collection explores the usefulness of theoretical work in American philosophy and pragmatism to practices in ecology, community, rurality, and psychology.”

Catalyzing cultural change through engaged department cohorts: Overcoming the one-and-done model

Danielle Lake, Karyn E Rabourn, Gloria Mileva


“This article examines the merits and challenges of catalyzing institution-wide community engagement through onboarding successive engaged department cohorts. Building upon previous findings, it tests the hypothesis that deep and integrated community engagement within departments can be leveraged into pervasive engagement across an institution, exploring critical challenges to fostering collaborative, scaffolded, and sustained community engagement and offering recommendations. Such initiatives have been designed and piloted across the United States as a possible starting point for shifting often temporary, fragmented, and isolated community engagement efforts to collaborative and sustainable engagement opportunities that span programs of study. This cross-institutional and multi-departmental case study analyzes these claims, documenting the lessons learned from two successive initiatives encompassing 10 engaged departments across three institutions of higher education in the Midwest. Research harnesses traditional surveys, faculty, community, and leadership interviews, initiative reporting documents, as well as systemic action research practices. Through a cross-departmental and institutional comparison analysis, the researchers highlight the most challenging barriers and promising interventions to overcome the one-and-done model of previous engagement efforts.”

Design Thinking? A Cross-Course and Cross-Sector Mixed-Methods Examination of Practices and Outcomes

Dr. Danielle Lake


“This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education. Building upon prior DT studies, it examined three interlocking research questions: What DT practices are being implemented across the curriculum? What kinds of outcomes do faculty observe? What are the significant relationships between particular practices and observed outcomes? Thirty-five courses were examined via a faculty survey adapted from Liedtka and Bahr (2019), and a semi-structured interview created by Lake, Ricco, and Whipps (2018). In alignment with liberal arts educational practices, the most frequently utilized DT practices included working in teams that recognize diverse contributions and engag- ing in active listening in order to find shared meaning. Consistent with expectations for project- and team-based courses, faculty felt such practices yielded valued outcomes, concluding DT practices built trust across teams and increased the quality of solutions. Relationships between practices and outcomes revealed the utilization of more ethno- graphic tools was associated with a lower frequency of expanding relationships and resources, and that a greater focus on design criteria to find an ideal solution hampered efforts towards trust building. These findings suggest DT requires time and trust which can be constrained by the imposed deadlines of semester-based projects. The survey and interviews pointed to both similarities and differences between disciplines in DT prac- tices. Future research investigating design thinking pedagogy should include faculty, students, and stakeholders with multiple touchpoints for assessment to identify learning experiences that build change-making capacities and yield genuinely valuable and viable real world projects.”

Design thinking accelerated leadership:  Transforming self, transforming community

Dr. Danielle Lake


“Higher education institutions are continually seeking to recruit nontraditional adult students yet struggle at the same time to meet their needs effectively. The following case study offers strategies to address this situation by documenting the pedagogical design and initial outcomes of an interdisciplinary, nineteen-month leadershipthemed liberal studies undergraduate degree completion program at Grand Valley State University. As an innovative, accelerated, hybrid cohort model, it incorporates a wide range of high-impact practices focused on developing the skills leaders use and employers require. The curriculum integrates practices from motivational and experiential learning, community-based learning, and design thinking to scaffold students’ learning across their courses. The program thereby encourages students to wrestle with the complexity of social issues in their communities and develop the skills and virtues necessary for addressing those problems. As a case study, this article is particularly relevant for educators and administrators hoping to uncover a means for catalyzing innovative co-participatory engagement projects that engage with the needs of the surrounding community in a format supportive of nontraditional learners.”

Remaking the academy: The potential and the challenge of transdisciplinary collaborative engagement

Danielle L Lake, Amy McFarland, Jessica Jennrich


“Closing the gap between public education and the public, addressing “real” community problems in “real” time, and preparing students to meliorate intractable challenges is–and has been–a consistent challenge within higher education. Increasing tuition costs, shrinking public budgets, instantaneous around-the-clock access to information, and massive open online classes also challenge conventional academic structures. In truth, however, concerns about the role of higher education and it’s disconnect from public needs are not new. A persistent lack of focus on social literacy, local and global policy, public action, and collaboration within higher education impedes the ability to view–let alone effectively address–the complex, interconnected, systemic challenges we are facing across the globe.  Indeed, the dominant structures, processes, and cultures within higher education present serious barriers to our ability to collaboratively address these public problems.

We argue higher education can better respond to these challenges by more fully committing itself to not only (1) collaboratively generating and disseminating knowledge and skills, but also by (2) connecting the production of knowledge to its use (3) fostering the capacity for these practices, and (4) operating as a boundary spanning space, working to train students as boundary-spanners (people who cross worlds, drawing together stakeholders across difference in order to address social challenges). Indeed, we believe this is the purpose of higher education. This essay explicates this philosophic approach to higher education, documents how we have instantiated it at our own institution, and highlights the lessons learned. In particular, we suggest feminist pragmatism, the movement towards public engagement, and the field of transdisciplinarity offer a vision for—and effective approach to—collaborative engagement. When taken together and applied in the academy, these fields offer a vision, path, and set of tools for remaking the academy as a place where collaborative engagement work is not only supported and promoted, but integrated into the very framework and culture of the institution itself.”

Independence in the making: using makerspace experiences to build foundational entrepreneurial competencies

Danielle L Lake, Joel Wendland


“This article extends recent discussions on the practical, epistemological, and ethical challenges of participatory action research (PAR) for community engaged scholars through a cross-disciplinary literature review. It focuses on how practitioners across fields define power, engage with conventional research approval processes, and manage risk. The review demonstrates that PAR can be a valuable research approach for community engaged scholars, but that problematic practices and disparities must be addressed. For instance, while PAR practitioners consistently articulate a commitment to empowering the community and shifting structures of oppression, contradictions around how to define and respond to power, engage with standard IRB practices, and cope with high levels of risk are prevalent. We conclude by offering a set of recommendations, highlighting the need for more transparent and self-reflexive methods, transdisciplinary practices, metrics designed to assess risk, inclusion, and power-sharing, ongoing dialogues across disciplinary and institutional divides, and inclusive authorship and open-access publishing practices.”

Selected Conference Presentations
Participating in the Pluriverse from within the Academy

Changemaker Assessment as Participatory Action Research: Strategies for Cross-Campus Collaboration

Mapping the Terrain of Design Thinking Pedagogies and Outcome: Cross-institutional, Longitudinal Research



General Design Thinking Resources

Design Method Resources

Design Thinking Toolkits


Elon By Design’s work across the university and beyond ensures that Elon students, faculty, and staff have the ability and confidence to respond to wicked problems with design thinking processes, methods and mindsets as they shape purposeful, impactful lives.

Experiential Learning

Elon journeys include practical design thinking learning opportunities, university services shaped by design thinking, and design-thinking influenced workshops, programs, courses, research opportunities, internships.


Real World Projects

Elon By Design is supporting and enhancing a cross-sector, global practitioner network with projects where students develop design thinking skills and Elon By Design actively participates in evolving design practice.

Visit our Participate page to learn more about our Student Catalysts and Interns and how you can become a part of our team!

Danielle Lake

Director of Design Thinking, and Associate Professor


Danielle Lake has over ten years of experience creating implementing, and assessing innovative curricula designed to build student and community-capacity for addressing wicked problems. This experience has positioned her well to continue her work as an institutional leader, cross-campus consultant, and teacher-scholar of civic engagement.

With a Ph.D. in philosophy, her teaching and scholarship interests bridge Design Thinking and wicked problems research with the public engagement movement. Prior courses include “Design Thinking to Meet Real World Needs,” “Wicked Problems of Sustainability,” “Dialogue, Integration, and Action,” and “Reflect, Connect, Engage.”

As the former coordinator of the award-winning Accelerated Leadership Program and research lead for ten engaged department initiatives across three institutions, she also has leadership experience creating and assessing collaborative and innovative engagement projects that span curricular programs and bridge the university-community divide.

Lake received Early Career Recognition from the International Association of the Research on Service Learning and Community Engagement in 2018, the John Saltmarsh Award for Emerging Leaders in Civic Engagement from the American Democracy Project in 2017, the John Lachs Award for Public Philosophy in 2016, and the Jane Addams Prize from the Society for the Advancement of American Philosophy in 2014.

Lake is coeditor of the book series, Higher Education and Civic Democratic Engagement: Exploring Impact, with Peter Lang Publishing. She is currently interested in exploring the long-term impact of design thinking practices and pedagogies of resilience. Recent publications can be found at http://works.bepress.com/danielle_lake/

Lake is committed to partnering with students, faculty, staff, and the surrounding Elon community in order to support design thinking initiatives.

Dr. Tracey Thurnes


Elon’s Design Thinking Curricular Catalyst is a faculty member who supports the infusion of Design Thinking pedagogies across Elon curriculum.  The Curricular Catalyst advances Design Thinking curricular initiatives through facilitating communities of practice, consulting with faculty, and by providing resources for infusing Design Thinking methods and processes into curriculum.


Creating opportunities to increase faculty experience, confidence, and competence in implementing high impact practices rooted in Design Thinking across all disciplines.


The curricular catalyst serves as a connector for faculty across the university who want to increase students’ capacity for experiential learning with design thinking processes and methods. The curricular catalyst also works closely with the Director to design and facilitate communities of practice around design thinking pedagogies that develop collaborative relationships with faculty members interested in design thinking.


Dr. Tracey Thurnes is an Associate Professor in the Department of Physician Assistant Studies. She has worked closely with the Center for Design Thinking to apply design thinking processes and methods within the health sciences in both the undergraduate and graduate student populations. Her work focuses on applying design thinking concepts to develop critical thinking skills and leadership and professional competencies to positively impact learning outcomes to create solutions-oriented graduates.

Tyson Glover ’17


Elon’s Design Thinking Co-Curricular Catalyst is a faculty or staff member that creates, supports, and celebrates co-curricular design thinking experiences, events, and initiatives. The Co-Curricular Catalyst works as an ambassador with the Elon community to support Design Thinking initiatives. Assisting in connecting students, faculty, and staff to relevant resources offered in the center for Design Thinking.


Creating extra-curricular opportunities for Elon students, faculty and staff to gain the confidence and ability to apply design thinking’s process, methods and mindset to challenges.


The CCC designs, supports, and facilitates co-curricular design thinking experiences intended for Elon and surrounding communities. The CCC assists the Director and other Catalysts in achieving the Elon by Design Mission. This includes:

  • Developing expertise and leading (both creating and facilitating) 4-6 extra-curricular design thinking experiences throughout the academic year.
  • Serving as a design thinking ambassador to Elon students, faculty, staff, and community members; attending design events whenever possible.
  • Providing mentorship to one or more student catalyst and guidance to the Director in relationship to the CCC initiatives, meeting with the director and/or student catalysts weekly/bi-weekly.

Tyson Glover ’17 was among the first students to graduate from the Design Thinking Studio in Social Innovation. He is a passionate and enthusiastic advocate for the Design Thinking process and social innovation. Tyson is a co-founder of the organization Phoenix Flops, a proud Elon alumnus, and founder of the local start-up Food Drivers. He is eager to connect, create, and collaborate with Elon as the Co-Curricular Catalyst.

Dr. Wen Guo


Elon’s Design Thinking Research Catalyst is a faculty member who engages in, supports, and advances the critical study of design thinking. In addition to engaging in their own DT studies, the research catalyst also supports and advances the research accomplishments of Elon faculty, students, and staff across internal and external academic communities.


Creating research opportunities for Elon students, faculty and staff to gain the experience, confidence, and competence to apply design thinking’s process, methods and mindsets to challenges.


The research catalyst

  • Offers mentorship, training, and guidance to help students develop research skills and ideas inspired by design thinking across disciplines;
  • Works with the director of the Center to study design thinking practices and innovation in higher education;
  • Develops collaborative relationships and research opportunities with faculty members interested in design thinking.

Dr. Wen Guo is an Assistant Professor of Art Administration in the Department of Art. She worked closely with Dr. Danielle Lake on mentoring students’ research on design thinking in the summer of 2020.  She studies the application of design thinking in arts administration education. She intensively infuses design thinking and entrepreneurship into an accessible teaching model for undergraduate students in artistic disciplines for their professional career preparation. She currently serves as a board member of the American Journal of Arts Management.


Dr. Phillip MotleyPhillip Motley headshot


Elon’s Design Thinking Community Catalyst is a faculty member who engages in, supports, and advances community-based learning, research, and service through the lens and practice of equity-centered design thinking (DT). In addition to engaging in their own community-engaged design thinking projects, the Community Catalyst also supports and advances DT community initiatives of faculty, staff, student, and community members.


The Community Catalyst

  • Offers mentorship, training, and guidance to help develop projects inspired by equity-centered and community-based design thinking practices;
  • Works with the Director of the Center to study the value and the challenges of DT community-engaged projects;
  • Develops collaborative relationships and opportunities for faculty, students, staff, and community members interested in design thinking to support community-engaged projects.

Professor Phillip Motley is an Associate Professor of Communication Design. He teaches visual communication and interactive media courses to undergraduate and graduate students, and is Elon’s fourth Faculty Fellow for Service Learning and Community Engagement. He was one of the faculty architects of Elon’s Design Thinking Studio in Social Innovation, an immersive semester program focused on leveraging design thinking skills and processes towards social challenges within the community surrounding the university. He is a co-editor of Redesigning Liberal Education: Innovative Design for a Twenty-First-Century Undergraduate Education and has published widely on community-based pedagogies.

Design Thinking Catalyst Alumni

Where are they now?

Over the years, we have had many great Catalysts leave the Center to go on and do great work in the Design Thinking community. Upon leaving, we ask them to write letters to future Catalysts about what to expect from their time with Elon By Design. Read what they have to say about their experiences at the Center for Design Thinking.

Trés Jones – "Have faith in yourself and your team and the sky's the limit!"

Photo of Tres jonesDear Future Catalysts,

I have been where you are. Asking questions like, 

  • “What will this job be like? 
  • What exactly is design thinking?” and 
  • “What will I get out of this?” 

Well…I can tell you. This job is unlike any role you may have had before. It will push you to think outside the box, be agile, and build resilience within yourself. You will be working with a fun and amazing team that is there to support you.

Design thinking is a creative goal-setting and problem-solving method that you can apply to your life, education, and personal projects. Almost anything you can think of design thinking methods are applicable to.

Design thinking isn’t an easy concept to wrap your mind around at first. Working through the design process itself is especially challenging. It takes time and constant application to master. As a Design Catalyst your job is to take up the challenge to do just that. Unlike any other group on campus you will have the opportunity to live, learn, and instruct others on design thinking methods all at once.

You won’t be on this journey by yourself. You will be working with a fun and amazing team that is there to support you and your goals. This job relies heavily on teamwork. Having a team mindset will be the key to being a successful catalyst. Don’t be afraid to rely on each other, that’s why you’re a team!

You will see yourself and your teammates grow in ways you never imagined. I challenge you all to be a mentor in some capacity to each other. As peers you can help each other more than you think. Being a group that embraces and supports each other’s strengths and weaknesses is essential to being great catalysts. 

Overall, this experience will be what you all make it. What is growth without fun? Start your own team rituals, gatherings, get togethers, and support each other outside the center. You’re gonna spend so much time together so you might as well. I wish you all success on your journey’s in the center and at Elon. Have faith in yourself and your team and the sky’s the limit!


Mentor-lead Trés Jones

Mackenzie Hahn – "Working in the Center for Design Thinking has truly shaped the rest of my life."

Letter to future Catalysts,

I have had 7 different jobs before I had this one and I can confidently say that none have broadened my idea of what I was capable of more than this one. Being a design thinking catalyst is not the typical job, you won’t be sitting around at a front desk doing your homework – it is hard and a lot of times I had to do tasks I had never done before, but because of that, I have had a lot of personal and professional development. This job and all the people I have gotten to work with have broadened my idea of what possibilities were available for the rest of my life. I was able to complete things that were so far out of my comfort zone and that gave me a lot more confidence when I was applying for jobs post-grad. I got the post-grad job I have now because of my experience facilitating workshops and being forced to become comfortable presenting to a large group of people. Working in the Center for Design Thinking has truly shaped the rest of my life, and it is something that I will carry with me from now on. My advice to you all is to treat this job like a class – each task as an opportunity to learn and develop your skills. Additionally, think about how you can connect your passions with Design Thinking and work to make that happen.

Mackenzie Hahn 

Tyson Glover – "Design Thinking will help unlock a new way for you to see the world and an opportunity to change the world."

Tyson Glover Headshot

Dear Future Design Thinker,

You are about to embark on a journey like no other. If you choose to walk through these doors into the Center for Design Thinking, you need to realize you are entering a space of possibilities! This isn’t like every other classroom you will experience at Elon.

I have been a member of the Elon community for 8 years, from my time as an undergraduate student to a staff member. I can honestly say this has been my favorite place on campus. Drop what you think you know and be open to the amazing experience of design thinking. Be open to saying yes to new ideas and possibilities.

Design Thinking will help unlock a new way for you to see the world and an opportunity to change the world. If you have never heard of the term Design Thinking until today I’m thrilled to know that you are here for a new experience. We can’t wait to hear your unique perspective and get to know your story.

The biggest takeaway and lesson I have had from the Elon Center for Design Thinking is that there are two things that people can’t stand

1) Change

2) The way things are. Be open to changing the right things and have fun doing it!


Tyson Glover

Elon University Design Thinking Graduate ‘2017

Design Thinking Co-Curricular Catalyst ‘2021

Isabel Manella – "The best part about being a catalyst is that you have your teammates to go through this experience."

Dear Future Catalysts,

When I was first introduced to design thinking, it was a foreign concept to me. In the beginning, I could not quite grasp what design thinking was. As a design catalyst, you will learn that design thinking is a combination of a process, tools and mindset, but it is actually much more than that. I view design thinking as a positive and creative outlook on life.

We all have problems that we deal with, but what sets us apart is how we deal with them. Since joining Elon by Design as a design catalyst, I have adapted the design thinking mindset to my everyday life. Design thinking helps me to solve problems, in and out of the classroom.

The best part about being a catalyst is that you have your teammates to go through this experience. When there’s something you don’t understand, or you feel a bit lost or confused, they will be there as your confidants to help you.

Design thinking has helped me to grow as a person and expand my knowledge on topics ranging from playful learning and bias to liberation and failure. Whenever I feel stuck in a situation, I try to map out my solutions through design thinking.

Although I won’t be here next semester, just know that your Elon by Design family will be a support system throughout and past your time at Elon.

Isabel Manella

Our student staff has a wide variety of majors, interests, and backgrounds. Read more about their experiences and work with The Center for Design Thinking and Elon By Design.

Graduate Apprentice

Cotrayia Hardison headshot

Cotrayia Hardison 

Cotrayia Hardison is a native of Greensboro, NC, and is a recent graduate of the University of North Carolina at Pembroke ’21, earning her Bachelor of Arts degree in Political Science. While earning her degree she became involved in various organizations and roles on campus. She has served as the Student Body President, Student Body Vice President, LEADFellow, member of the collegiate section of the National Council of Negro Women, as well as the collegiate chapter of the National Association for the Advancement of Colored People. Cotrayia is passionate about making a difference and serving others. She will bring great leadership, critical thinking and problem-solving skills to the Center for Design Thinking as the graduate apprentice.


Center for Design Interns

Danielle Schall ’22

Research Catalyst

Major: International Business

Minor: French, Finance

Member of: Alpha Xi Delta, French Club, Parent’s Night Out

Projects: Editor and Research Coordinator for Design Internship Team

Meg Boericke ’21

Lead Brand Strategist & Graphic Designer

Program: M.A. Interactive Media

Undergrad: BFA Dance Performance and Choreography, B.S. Strategic Communications (Elon ’20)

Projects: Center for Design Thinking brand identity, marketing, and promotional materials

Emily Prins ’23

Videography Intern

MajorJournalism, Cinema and Television Arts

MinorPolitical Science

Member ofHonors Fellows, Elon Admissions, Elon Tonight, elondocs, Elon Votes, Home is Distant Shores Film Festival

Projects: Videography and photography for the Center and associated collaboratives


Olivia James ’21

Interaction Design Lead

MajorM.A. Interactive Media

UndergradBFA Dance Performance and Choreography (Elon ’20)

Projects: Elon By Design website and Center branding

Katie Murphy ’22

Elon 101 Special Project

Major: Strategic Communications

Minor: Sport Management and Leadership Studies

Member of: Sigma Kappa, Student Union Board, Elon Volunteers!

Projects: Integrate Design Thinking into Elon 101


Katelyn Litvan ’24


MajorStrategic Communications


Member ofHonors Program, Elonthon

Projects: Author articles about events and other updates for the Center

Alexandra Strouse ’22

Communications Intern

MajorDance Performance and Choreography, Strategic Communications

Member of: Elon Dance Company, Elon’s Finest, Alpha Omicron Pi

Projects: Designing and creating visuals to support workshops, Speaker Series 2021, Power and Place Collaborative, Design Thinking research


Courtney Callahan ’22

Event Coordinator

MajorStrategic Communications

MinorProfessional Sales

Member ofZeta Tau Alpha

Projects: Design Forge 2021, Elon By Design website

Ciani Foy ’22

Communications Catalyst

MajorCommunication Design

MinorPoverty and Social Justice

Member ofThe Village Project, Global Education Center’s Communications Team

Projects: Pop-Up & Play

Sarah McDonald ’21

Communications Catalyst

MajorCommunication Design

MinorMultimedia Authoring

Member ofElon Marching Band

Student Design Thinking Catalysts

Mikayla Ford ’22

Major: Communication Design

Minor: Entrepreneurship & Photography

Member of: Limelight and Design For America

My Design Thinking Experience: I use design thinking in my entrepreneurship class to come up with new project ideas. I also use it with the on-campus organization DFA to innovate for social good.

Soniyah Robinson ’23

Soniyah Robinson

Major: Journalism

Minor: Entrepreneurship

Member of: Black Student Union Communications Committee and SMART Mentor Program

My Design Thinking Experience: Design Thinking allows me to fully evaluate problems and create innovative and effective solutions. It is useful for me in different areas academically and socially.

Jackie Baumann ’22

Major: Strategic Communications and Marketing

Member of: Business Fellows, Tri Delta

My Design Thinking Experience: I use design thinking to help visualize my future and create pathways to success in order to envision a life I actually want to live. I also use design thinking in my fellows classes, as collaborative work is essential in being successful.

Rane Parr ’24

Major: Engineering


Member of: Engineering Scholars, Club Swim, oSTEM

My Design Thinking Experience: As a Catalyst, I hope to guide others through the Design Thinking process to meet their goals in the classroom, in the workplace, and in their personal lives. After Elon, Design Thinking skills will help me develop and implement projects as an engineer.

Kait MacIntyre ’22

Major: Strategic Communications and Media Analytics

Member of: Elon PRSSA, Live Oak Communications, Isabella Cannon Leadership Fellows, Kernodle Center for Civic Life

My Design Thinking Experience: I became a catalyst because the process of Design Thinking perfectly mixes realistic action with creative solutions, and I think that skill should be shared with as many people as possible! Design Thinking is so flexible in my life, I use it everyday and am excited to have the opportunity to share it with others.

Sonali Schroder ’24

Major: Arts Administration

MinorArt, Spanish

Member of: EMPRESS, Elon College Fellows, El Centro, SMART

My Design Thinking Experience: Design thinking has helped me conceptualize and understand everything from my school assignments to my biggest life goals. By using design thinking, I can craft meaningful experiences and design the life I want to live.

Sarah Gaynor ’24

Major: Engineering


Member of: Club Soccer, Women in Computer Science

My Design Thinking Experience: What I love most about design thinking is that it celebrates creativity, promotes change, and brings people together by valuing differences in thought.


Elon By Design is housed in the Elon University Center for Design Thinking and operates across the entire university. The Center is a flexible design studio connected to an industrial-grade maker space. Classes, workshops, events, experiences and conversations about design thinking at Elon happen here. Learn more about our amazing spaces here!

The Center Layout:

Interior space of the Design Thinking Center.

Center for Design Thinking
Elon Town Center
103 W. College Ave.
Elon, NC 27244