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 engaging 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 ethnographic 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 practices. 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.

这项混合方法研究调查了一所高等院校中跨学科框架的设计思维（DT）实践和成果。在先前的DT研究的基础上，它研究了三个相互关联的研究问题：在整个课程中正在实施哪些DT实践？教师会观察到什么样的结果？特定实践与观察到的结果之间的重要关系是什么？通过根据Liedtka和Bahr（2019）进行的教师调查以及由Lake，Ricco和Whipps（2018）进行的半结构化访谈对三十五门课程进行了检查。与文科教育惯例保持一致，最常用的DT惯例包括在团队中工作，这些团队认识到各种贡献，并积极倾听以寻找共同的意义。与对基于项目和基于团队的课程的期望相一致，教师认为此类实践产生了有价值的结果，结论性的DT实践建立了团队之间的信任并提高了解决方案的质量。实践与结果之间的关系表明，使用更多的人种学工具与扩大关系和资源的频率较低有关，并且更加注重设计标准以找到理想的解决方案阻碍了建立信任的努力。这些发现表明，DT需要时间和信任，而这可能会受到基于学期项目的最后期限的限制。调查和访谈指出，DT实践中各学科之间既有相似之处，也有不同之处。未来研究设计思维教学法的研究应包括教师，学生，