Early June, I immersed myself in an intensive workshop about Design Thinking. The focus was on its potential usefulness for academic education, but we also touched upon managerial issues. For example, when we discussed that future academic education will benefit from offering programs by smaller units than the current huge faculties at Erasmus University Rotterdam. During the workshop we ‘designed’ in small teams of mixed composition, including students, earlier career academics, and senior people like myself. Our coaches Molly, Lisa, Katrin and Simon from the German d.school The Hasso Plattner Insitute created an inspiring context to think, exchange and build. My team developed a 3-D ECTS model you see in the picture that had the ambitious goal to provide an Engaging Creative Testing Structure (ECTS). Students will immediately (!) pick the fruits from this new kind of assessment. Looking back on what we did in the workshop and what I learned about DT, I have been busy with a collaborative ‘learning by doing approach’ with many elements that reminded me of John Dewey’s Pragmatic pedagogy. Design Thinking is strong in its focus on the thinking through of (theoretical) concepts, inviting creativity and forcing The Designers/Thinkers to keep focused on the outcome, be it a product or a service. As an academic teacher I still find the assessment of the outcomes a tricky issue. Meanwhile, I am confident that we can solve that issue by continuing our conversation about DT.