Classroom resource pack

1 / Modular project briefs

Shared scenario: A clinic is considering a digital check-in system. How can the team support patient needs, daily workflows, sustainable operations, clear communication, and appropriate information access? Students should label assumptions and identify questions for real stakeholders.

Course entry points: Programming and systems design: requirements or design reviews. Healthcare: workflow and patient experience. Business: rollout planning and stakeholder analysis. Communication and design: audience analysis and usability. Cybersecurity: access control and security awareness.

Module A · Perspective exchange · 10 minutes

Use within: requirements gathering, audience analysis, workflow review, or stakeholder mapping.

Task: Assign Technology, Healthcare, Business, Communication & Design, and Cybersecurity perspectives. Spend two minutes reading the scenario, three minutes preparing one priority and one question, and five minutes sharing across roles.

Deliverable: Each student submits a three-line perspective note: “My priority is… I need to ask… Another role helped me notice…”

Module B · Shared decision · 30 minutes

Use within: design review, project planning, or a security-awareness class.

Task: Frame the scenario (3 minutes), prepare perspectives (5), negotiate a choice using the website’s matrix (8), revise a recommendation (7), and share and reflect (7).

Deliverable: A four-sentence group brief: “We recommend… The benefit is… The tradeoff and question still to resolve are… After hearing another perspective, we changed…” Each student adds an exit ticket explaining what changed in their thinking.

Module C · Revise an existing project · 20-minute review + course assignment

Use within: a current capstone, software project, workflow proposal, or implementation plan.

Task: Present a current decision (4 minutes), invite questions from two other disciplinary perspectives (8), and agree on a revision and remaining unknowns (8). Complete the revision within the existing assignment schedule.

Deliverable: A one-page change memo stating the original choice, stakeholder concern, revised choice, tradeoff, and evidence still needed.

Common learning objective: Explain a disciplinary choice to a non-specialist, identify its effects on another discipline, and revise it using another perspective.

2 / Cross-department discussion prompts

For faculty planning together: Choose one shared problem and use these questions to agree on a small teaching activity.

1. Where does a technical decision in our courses affect the work of another department or profession?
2. Which existing assignments could use the same scenario without changing their core learning outcomes?
3. What knowledge can each discipline contribute, and which questions require outside expertise?
4. Which terms do we use differently, and how will we help students clarify them?
5. What student work would demonstrate that another perspective changed a decision?
6. Who will facilitate, what will students submit, and when will we review the activity together?

Leave with: one scenario, participating courses, a learning objective, a deliverable, and a review date.

For students during the simulation

• Who benefits from this decision, and who takes on additional work?
• What does your discipline need that others may not see?
• Which assumption would you need to check with a real stakeholder?
• What tradeoff are we accepting, and how would we explain it without jargon?
• What changed after we listened to another perspective?

3 / Assessment rubric

Use for formative feedback on the group brief and individual reflection. Adapt descriptors to the course before grading. No numerical weights are prescribed.

Feedback format: Cite one example from the student’s work, identify the next step, and ask one question that would strengthen the recommendation.

Group and individual evidence: Use the shared brief to discuss collective reasoning. Use the individual exit ticket to understand each student’s learning; do not assume the group submission demonstrates every student’s contribution.