1) ADD YOUR TEAM NAME

2) IDENTIFY psychological, social, and/or situational mechanisms underlying barriers related to points such as:

1. Thinking beyond short-term job placements

2. Assessing job fit versus job satisfaction

3. Seeking and leveraging mentorship

4. Creating your own job opportunities

These barriers may include cognitive biases and heuristics such as present bias, status quo bias, and the sunk cost fallacy...

3) CONSTRUCT HYPOTHESES that propose effective solutions or nudges to overcome these barriers.

4) INCLUDE A LINK to an external source for a more in-depth analysis of the topic, supporting claims, or stated hypotheses.

1) ADD YOUR TEAM NAME

2) IDENTIFY psychological, social, and/or situational mechanisms underlying barriers related to points such as:

1. Translating every experience into concrete deliverables

2. Finding opportunities inside and outside of Humber Polytechnic

3. Applying feedback and advice to drive significant and persistent changes

These barriers may include paralysis by analysis / choice overload, impostor syndrome; fixed vs. growth midnset, planning fallacy...

3) CONSTRUCT HYPOTHESES that propose effective solutions or nudges to overcome these barriers.

4) INCLUDE A LINK to an external source for a more in-depth analysis of the topic, supporting claims, or stated hypotheses.

1) ADD YOUR TEAM NAME

2) IDENTIFY psychological, social, and/or situational mechanisms underlying barriers related to points such as:

1. Redesigning choice environments to limit distractions

2. Establishing Routines and Rituals

3. Creating different reward systems/framworks

These barriers may include scarcity heuritstic, neophilia, bounded willpower...

3) CONSTRUCT HYPOTHESES that propose effective solutions or nudges to overcome these barriers.

4) INCLUDE A LINK to an external source for a more in-depth analysis of the topic, supporting claims, or stated hypotheses.Make a prediction about the potential catalysts to achieving better time management.

1) ADD YOUR TEAM NAME

2) IDENTIFY psychological, social, and/or situational mechanisms underlying barriers related to points such as:

1. Leverage student work to stimulate opportunities and to build profile

2. Initiate and monetize creative student projects

3. Close the gap between intention and action / theory and application

These barriers may include ambiguity aversion, schema rigidity, functional fixedness, choice paralysis...

3) CONSTRUCT HYPOTHESES that propose effective solutions or nudges to overcome these barriers.

4) INCLUDE A LINK to an external source for a more in-depth analysis of the topic, supporting claims, or stated hypotheses.Make a prediction about the potential catalysts to achieving better time management.

1) ADD YOUR TEAM NAME

2) IDENTIFY psychological, social, and/or situational mechanisms underlying barriers related to points such as:

1. Leverage intrinsic vs. extrinsic motivation

2. Identify personal values and career visions

3. Concretize goals and processes

4. Foster Self-Efficacy

These barriers may include over-reliance on external feedback; intetion-action gap; learned helplessness; vague goals...

3) CONSTRUCT HYPOTHESES that propose effective solutions or nudges to overcome these barriers.

4) INCLUDE A LINK to an external source for a more in-depth analysis of the topic, supporting claims, or stated hypotheses.Make a prediction about the potential catalysts to achieving better time management.

1) ADD YOUR TEAM NAME

2) IDENTIFY psychological, social, and/or situational mechanisms underlying barriers related to points such as:

1. Encourage Creative Problem-Solving under Pressure

2. Leverage Faiulres and Successes

3. Re-design choice environments to foster resilience.

These barriers may include availability and anchoring; sunk cost fallacy; mental fatigue; groupthink; loss aversion...

3) CONSTRUCT HYPOTHESES that propose effective solutions or nudges to overcome these barriers.

4) INCLUDE A LINK to an external source for a more in-depth analysis of the topic, supporting claims, or stated hypotheses.Make a prediction about the potential catalysts to achieving better time management.

Barriers:

• Real world application for students during projects.

• Lack of visibility and networking after school

Hypothesis:

Students want to leverage their work through creative problem solving skills. Our hypothesis involves institution and students working together through sponsorships and project based sales to increase execution of work as well as networking students with other companies.

Nudges :

Ideas generated while studying translating into personal project funding.

• Funding school projects in partnership with real world companies.

• Gamification of student work - competing through these sponsorships

• Field trips to real world work places (design centres).

• Showcasing student work through Humber website. - sale of students projects in industrial design.

• Design based trips to other places and countries to learn adaptation and learning different perspectives with design in the real world.

1) Students working with smartphones and extra screen within arms reach.

2) FOMO, students fear missing out on social interactions (gatherings, group chats) making it more difficult for students to remove devices.

3) Multitask myth - false belief that students can multitask but this results in cognitive overload.

4) Environmental distractions( noisy surroundings, uncomfortable settings, cluttered spaces).

Hypothesis:

If students struggle with external distractions from their surroundings, implementing choice architecture, such as removing smartphones and extra screens from their immediate workspace, will reduce internal distractibility. Individuals who keep their smartphones and extra screens within arm’s reach while working are more susceptible to present bias, prioritizing immediate gratification. The salience effect, minimizing the visibility of distractions will make them less tempting, decreasing impulsive engagement. Additionally, increasing friction, such as requiring extra steps to access social media (such as placing apps behind a password or keeping phones in another room), will nudge students toward sustained concentration and higher productivity.

Link:

How to effectively nudge for sustainable behaviors on college campuses.pdf

Problems:

- It is hard for people to make actual steps towards their goals because they can visualise the concrete results, they are not motivated,procastination,lack of structured plans.

Nudges:

• Visual charts like Visual board

• A habbit tracker,

• Breaking goals into milestones,

• Commitment Contract like SticKK.com - Public Commitment.

• Concretization

Hypothesis:

If students can break down their goals into manageable steps upon completion of each step. they can increase their odds of completing their goals.

Barriers:

• Fear of not standing out in front of other applicants

• Choice overload

• Prospect Theory

• Functional Fixedness ( action Bias)

Nudges:

• Social Norms: Leveraging peer influence to nudge behavior

• Accept that failure is a part of the process to overcome the fear

• originality= uniqueness= memorability

• Start by applying for the grants that interest you first

• give yourself more time, spend more time making your decision

• Program specific group setting competition fairs at schools dealing with specific organization stakeholders (in STEM, Film, Business, CJ, etc.) to build student confidence, innovation, and networking

• the more you apply for, the higher of a chance you give yourself

• Open-sourced projects available to individual programs that all students within can contribute and open to student crowd-funding

Hypothesis:

By implementing this thinking framework in respect to the flawed system, that is applying for grants, we increase the chances of receiving significant grants, using websites that narrow grant opportunities based on your niche.

link: https://www.grantforward.com/index#:~:text=GrantForward%20seamlessly%20combines%20ease%2Dof,exact%20fit%20for%20your%20research.