Individual Reflective Writing

Name:HOUYANHENG

Group:5

 Description：

In the Zero Hunger project at Taylor's University, I participated in a design thinking-driven social innovation project aimed at addressing food waste on campus and supporting students in financial difficulty. My primary role was conducting background research, including the global and local status of food waste. I referenced data from the Food and Agriculture Organization (FAO), which shows that around 1.3 billion tons of food are wasted globally each year while over 800 million people suffer from hunger. At the campus level, I investigated the amount of near-expiry food discarded daily by local restaurants and convenience stores and confirmed through interviews that most of this food was still edible but lacked proper redistribution channels. These data and frontline observations formed the foundation for our team to define the core problem. I also participated in follow-up observation activities and concept ideation. Eventually, our team developed a prototype app called "Zero Hunger" designed to connect merchants with students to facilitate near-expiry food redistribution. The project involved a nine-member team and spanned several weeks, culminating in a full presentation and Figma prototype.

Feelings：

At the beginning of the project, I felt both excited and pressured. On one hand, I resonated strongly with the issue, recognizing it as a meaningful social problem. On the other hand, being responsible for background research meant managing a massive amount of data and information sources, which was quite stressful. During the literature review, I often worried about the accuracy and relevance of the information—especially when the data didn’t align well with the campus context, which made me feel anxious. When sharing findings with the team, I also feared I might not effectively simplify complex global issues into something actionable for the group. However, as the project progressed, seeing team members use the research to define and ideate solutions gave me a sense of recognition and boosted my confidence. Looking back, I realize that the anxiety pushed me to be more rigorous and mindful in how I communicated, deepening my respect for the power of translating data into insight.

Evaluation：

In retrospect, my background research provided a strong foundation for the entire project. Our team was able to focus quickly on the idea of redistributing still-edible, near-expiry food largely because I had already outlined the problem’s seriousness and feasibility. I also contributed to writing our POV statements and framing HMW questions, where the background data made our case more convincing. That said, there were regrets. I spent too much time diving into global data, which delayed the start of on-site campus observations and surveys, missing some opportunities for cross-verification. During group discussions, I sometimes overemphasized the severity of the issue, which left little room for creative brainstorming and made some teammates feel overwhelmed by information. Overall, my contribution was positive, but I still need to improve how I manage emotional regulation and the pacing of information intake and delivery.

Analysis：

This experience helped me understand the delicate balance between data and emotion, logic and communication. From the perspective of emotional intelligence, my emotional fluctuations while handling heavy research directly affected the quality of my interactions with others. According to Goleman (1995), self-awareness and self-regulation are critical components of effective collaboration. During analysis, I often fell into the mindset of "proving the problem is severe," which neglected the design thinking values of dialogue, imagination, and co-creation. Through this project, I learned to treat data as a storytelling tool rather than a weapon of persuasion. I also realized that strong background research isn’t just about piling up statistics, but about transforming them into inspiration that energizes creativity and team cohesion. Academically, this aligns with IDEO’s approach to "insight-driven design."

Conclusion：

This research assignment taught me that self-awareness and information integration are equally vital. I used to believe that detailed data alone could make a design persuasive, but now I see that emotional management and team interaction often have a greater influence on progress and atmosphere. I also learned to let go of the urge to control everything and instead return ownership of information to the team, allowing everyone to participate in meaning-making. Additionally, I began to value the skill of translation—turning cold data into relatable narratives. This skill will reappear throughout all my future design projects. I will also proactively check in on teammates’ stress levels and be mindful of emotional and timing considerations when sharing information.

Action Plan：

If I take on a similar research role in the future, I will align information expectations with the team early on to ensure that data collection syncs with the project timeline. I’ll also process global and local data simultaneously to avoid falling into the trap of focusing only on macro issues while overlooking the immediate context. I plan to present data in a more simplified and visual way—using infographics, summary tables, or user quotes to replace lengthy explanations, helping the team quickly form consensus. I will also develop a weekly self-review habit, checking for signs of "data anxiety," and use journaling or conversations with teammates to clarify emotions. In the long term, I hope to take courses related to data storytelling or design research to sharpen my ability to sense and translate information. Ultimately, I aim to become both a “data anchor” and an “emotional stabilizer” in any team I join.