Report on Design Thinking assignment

Dated: 30th May, 2025

Department : Civil Engineering

Group Name : CREATORS
Group Members:
1. Nived Raj (CEB24078)
2. Niki Paul (CEB24084)
3. Ritesh Halder (CEB24072)
4. Gautam Kumar Ray (CEB24073)
5. Rajdeep Biswas (CEB24052)
Design Thinking Report: Proposing a Shade Structure
Between Departments
This report details the application of the design thinking process to address a significant issue
at the Institute of Engineering: the lack of a shade structure on the pathway connecting two
departments, which exposes students to rain during the monsoon season. This causes
inconvenience and risks damaging essential items such as books and note- books. Our team
of five employed the five stages of design thinking—empathy, definition, ideation,
prototyping, and testing—to develop a solution: a covered walkway to protect students from
rain. This report outlines each stage, highlights individual contributions, and describes how
we prepared a model, presentation, and this report for our teachers.

1 Empathy: Understanding the Problem

The empathy stage involved immersing ourselves in the experiences of students affected by
the lack of shade. We created a Google Form for the survey and documented ideas during
ideation to understand their challenges during the rainy season. Students reported discomfort
from getting wet while moving between departments, as well as damage to academic
materials like books and notes. For instance, one student noted, “I have to carry an umbrella
and my books, but it’s hard to manage everything, and my notes still get wet.” Observations
during light rain confirmed that students often rushed or used makeshift covers, leading to
delays and frustration.
Team member A designed open-ended questions to capture emotional and practical impacts,
such as “How does rain affect your movement between departments?” and “What challenges
do you face protecting your belongings?” Meanwhile, team member B assisted by observing
student behavior during rainy conditions and documenting patterns, such as students avoiding
certain routes or arriving late to classes. Their combined efforts provided rich qualitative
data, fostering a deep understanding of the problem’s impact.

2 Definition: Framing the Problem

In the definition stage, we synthesized our empathy findings to articulate a clear problem
statement. Based on our data, we defined the issue as: “Students at the Institute of
Engineering need a covered pathway between departments to protect them from rain during
the monsoon season, as the lack of shade causes discomfort and damages essential academic
materials.”
Team member C took the lead in this phase, compiling the interview and observation data
into key insights. C identified recurring themes, such as the inconvenience of carrying
umbrellas and the financial burden of replacing damaged books. C drafted the problem
statement, ensuring it was user-centered and actionable. Team member D supported by
reviewing the data to ensure all perspectives were considered, refining the statement to focus
on both emotional (discomfort) and practical (material damage) needs. This clear definition
guided our subsequent ideation efforts.

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3 Ideation: Generating Solutions
The ideation phase involved brainstorming potential solutions to address the defined problem.
We held a collaborative session to generate ideas for a shade structure that would be
functional, cost-effective, and aesthetically suitable for the institute’s campus. Ideas ranged
from a permanent canopy to a retractable awning or even a green roof with plants to enhance
sustainability. We evaluated each idea based on feasibility, cost, and alignment with student
needs.
Team member E spearheaded ideation by facilitating the brainstorming session. E used
techniques like mind mapping to encourage creative thinking and ensured all team members
contributed ideas. E also researched existing shade structures at other institutions to inspire
practical solutions. Team member A assisted by documenting all ideas and categorizing them
into themes, such as “permanent structures” and “temporary solutions.” This phase resulted in
a shortlist of three ideas: a metal canopy, a fabric awning, and a modular roof system, which
we carried forward to prototyping.

4 Prototyping: Building the Solution

Prototyping involved creating a tangible representation of our chosen solution—a metal
canopy with a sloped roof to ensure water runoff. The prototype needed to demonstrate the
structure’s design, functionality, and suitability for the campus environment. We aimed for a
model that was visually clear and robust enough to withstand scrutiny during our
presentation.
Team member B took full responsibility for constructing the physical model. Using materials
like cardboard, wood, and acrylic, B built a scaled-down version of the canopy, measuring 30
cm in length to represent the pathway. The model included supports to mimic structural
stability and a sloped roof to show water drainage. B also incorporated small details, such as
painted pathways and miniature figures, to contextualize the model within the campus setting.
Team member C assisted by providing feedback on the model’s design, ensuring it aligned
with the ideation outcomes and accurately represented our vision.

5 Testing: Validating the Solution

The testing phase involved gathering feedback on our prototype to refine the solution. We
presented the model to a small group of 10 students and two faculty members, asking for
input on its design, usability, and potential improvements. Feedback was positive, with
students appreciating the canopy’s coverage and aesthetic appeal. However, some suggested
adding side panels for better protection against angled rain, while faculty emphasized the
need for durable materials to ensure longevity.
Team member D led the testing phase by organizing the feedback session and preparing a
questionnaire to collect structured responses. Questions included “Does the canopy design
meet your needs during rain?” and “What improvements would you suggest?” D analyzed the
feedback, identifying key suggestions like side panels and material durability. Team member
E supported by presenting the model during the session and noting

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verbal feedback. This phase helped us refine our proposal, incorporating side panels and
specifying weather-resistant materials like galvanized steel in our final design.

6 Team Contributions and Deliverables

Our team divided tasks to prepare for the presentation to our teachers, ensuring all deliv-
erables were completed efficiently. Below is a summary of each member’s contributions:
Nived Raj(A) : Led the empathy phase by creating a Google Form for the survey and
documented ideas during ideation.
Niki Paul(B) : Built the physical prototype using thermocol, cardboard, paint, and sticks,
crafting two buildings representing departments with a shed in between, ensuring a detailed
and functional model
Ritesh Halder(C) : Led the definition phase by drafting the problem statement and
supported prototyping by providing feedback on the model. Also took a lead role in creating
the PowerPoint, focusing on the definition and prototyping slides.
Gautam Kumar Ray(D) : Led the testing phase by organizing feedback sessions and
analyzing responses. Also contributed to the definition phase by refining the problem
statement and assisted in preparing the report by drafting sections on testing and definition.
Rajdeep Biswas(E) : Led the ideation phase by facilitating brainstorming and
researching solutions. Also supported testing by presenting the model and contributed to the
report by writing sections on ideation and testing.
The PowerPoint presentation, prepared by team members includes slides covering each
design thinking stage, supported by visuals of the prototype and data from our empathy and
testing phases. The physical model serves as a tangible demonstration of our solution. This
report, written with consolidates our process and findings.

7 Conclusion
Through the design thinking process, our team developed a practical solution to the problem
of unprotected pathways between departments during the rainy season. The proposed metal
canopy with side panels addresses student needs by providing shelter and protecting academic
materials. Each team member’s contributions ensured a thorough exploration of the problem
and a well-rounded solution. The empathy and definition stages grounded our work in user
needs, while ideation, prototyping, and testing enabled us to create and refine a feasible
design. We believe our proposal will enhance the student experience at the Institute of
Engineering, and we look forward to presenting our model and findings to our teachers.