Design Thinking and Creative Problem Solving for Undergraduate Engineering Education in India: The Need and Relevance

2017 ◽  
pp. 953-967
Author(s):  
Tigmanshu Bhatnagar ◽  
Petra Badke-Schaub
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Undergraduate Engineering ◽  
Education In India ◽  
Undergraduate Engineering Education ◽  
Creative Problem

scholarly journals Frameworks for innovation, collaboration, and change: Value creation wheel, design thinking, creative problem‐solving, and lean

2020 ◽  
Vol 29 (2) ◽  
pp. 195-213
Author(s):  
Luis F. Lages ◽  
Antonin Ricard ◽  
Aurélie Hemonnet‐Goujot ◽  
Anne‐Marie Guerin
Keyword(s):  
Problem Solving ◽  
Value Creation ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Creative Problem

Imagination Into Action: A School–University Collaboration With a Design Thinking Imperative

2020 ◽  
pp. 155545892097544
Author(s):  
William L. Sterrett ◽  
Sabrina Hill-Black ◽  
John B. Nash
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Planning Team ◽  
Urban Middle School ◽  
Collaborative Environment ◽  
Creative Problem

An urban middle school goes through the transformation of becoming a university-supported lab school. Drawing upon design thinking principles, the planning team cultivates a sense of shared empathy, creative problem-solving, and an ethos of curiosity and learning in a collaborative environment.

scholarly journals Merging Engineering Education with Service-Learning: How Community Based Projects Encourage Socially Conscious Engineers

2020 ◽  
Vol 8 (1) ◽  
pp. 9-22
Author(s):  
Aaron Brown ◽  
Michael Bauer
Keyword(s):  
Costa Rica ◽  
Problem Solving ◽  
Service Learning ◽  
Engineering Education ◽  
Lessons Learned ◽  
Attrition Rate ◽  
Creative Problem Solving ◽  
Community Based ◽  
Engineering Programs ◽  
Creative Problem

Engineers provide essential services to society, solving pressing challenges through technological inventiveness. Students new to engineering often cite the lure of creative problem solving as attracting them to the discipline. However, traditional engineering curricula typically focus on a narrow application of fundamentals for solving closed-ended problems. Too often, engineering programs do not encourage inventive expression in problem solving. Not surprisingly, the attrition rate for engineering programs is unusually high. Recently, engineering education has shifted its focus to new, more engaging practices that incorporate hands-on methods, boosting prospects for students to engage in creative problem solving. Because service learning provides opportunities for applied work, incorporating it into engineering education programs in can engage students positively and lower attrition rates. Moreover, since engineers are fundamentally involved with social improvement, then engaging students in activities that expand their understanding of the potential impact their skills may impart to a community is not only prudent but best practices. This paper explores two case studies of community-based service learning engineering projects, highlighting community partnerships, analyses and decision-making that helped drive designs and outcomes. It explores how both the communities and students benefitted, focusing notably on the influence these activities had on student understanding of their work, academic and/or professional direction and social consciousness. These are analyzed via longitudinal reporting of students incorporating lessons learned several years post-project. The service learning projects took place in marginalized communities in Denver and Costa Rica. In the Denver project, engineering students designed, built and installed low cost solar heaters into an area with poor housing stock. In Costa Rica, students built a solar water heater for a local school. Keywords: applied learning, engineering education, experiential learning, service-learning.

Twelve tips to stimulate creative problem-solving with design thinking

2020 ◽  
pp. 1-8
Author(s):  
Michael D. Wolcott ◽  
Jacqueline E. McLaughlin ◽  
Devin K. Hubbard ◽  
Traci R. Rider ◽  
Kelly Umstead
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Creative Problem Solving ◽  
Creative Problem

scholarly journals FAMILIARIZATION: FOSTERING CREATIVE PROBLEM SOLVING IN ENGINEERING DESIGN EDUCATION

2011 ◽  
Author(s):  
D. J. Caswell ◽  
C. R. Johnston ◽  
E. Baraniecke ◽  
D. Douglas ◽  
M. Eggermont
Keyword(s):  
Problem Solving ◽  
Design Education ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Engineering Design Education ◽  
University Of Calgary ◽  
Undergraduate Engineering Education ◽  
Creative Problem ◽  
The University ◽  
Engineering Training

Developing the skills of creative problem solving in undergraduate engineering education is a significant challenge in the typically analytical engineering training program. The problem lies in the fact that the skills of design and creative problem solving are primarily skills of synthesis rather than analysis. Design instructors at the University of Calgary have developed an approach to design that fosters the development of synthesis skills. This paper develops Familiarization as one component of the approach necessary for creative thinking and provides a description of the classroom requirements for developing the concept.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

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