Infusing Design Thinking Mindset in Engineering Education—A Pioneering Step Towards Excellence and Sustainability

Abstract In this short-paper we describe the ongoing development of a research methodology toward accessing how students think about design. Consideration of the formulation of a design problem statement that is suitable for supporting discussion with students from multiple disciplines at various points in their engineering education is the specific focus. The discussion draws from work on problem typology, design thinking, and metacognition as a theoretical basis that informs the problem formulation and planned approach for analysis.

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Who Engineering Includes Impacts How Engineers Work

Implementation Strategies for Improving Diversity in Organizations - Advances in Human Resources Management and Organizational Development ◽

10.4018/978-1-7998-4745-8.ch008 ◽

2021 ◽

pp. 224-248

Author(s):

Stephen Secules ◽

Alexandra Coso Strong ◽

Trina Fletcher

Keyword(s):

Socioeconomic Status ◽

Sexual Orientation ◽

Engineering Education ◽

Design Thinking ◽

Engineering Profession ◽

Education Design

This chapter focuses on the persistent lack of diversity in the engineering profession along intersections of race, gender, and other key demographic categories (e.g., sexual orientation, socioeconomic status). After outlining specific circumstances that have influenced the lack of diversity in engineering, the chapter outlines particular challenges related to this lack of diversity and suggests a design thinking approach to resolving those challenges. Drawing on research from engineering education, design thinking, and workplace practice, the authors provide both familiar and novel strategies for addressing diversity in engineering as well as in other professions.

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Dancing with ambiguity design thinking in interdisciplinary engineering education

2013 IEEE Tsinghua International Design Management Symposium ◽

10.1109/tidms.2013.6981258 ◽

2013 ◽

Cited By ~ 3

Author(s):

Ville Taajamaa ◽

Senni Kirjavainen ◽

Lauri Repokari ◽

Heikki Sjoman ◽

Tuuli Utriainen ◽

...

Keyword(s):

Engineering Education ◽

Design Thinking

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Defining Open-Ended Problem Solving Through Problem Typology Framework

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v10i1.11033 ◽

2020 ◽

Vol 10 (1) ◽

pp. 7 ◽

Cited By ~ 1

Author(s):

Andrew Olewnik ◽

Randy Yerrick ◽

Amanda Simmons ◽

Yonghee Lee ◽

Brian Stuhlmiller

Keyword(s):

Problem Solving ◽

Engineering Education ◽

Student Performance ◽

Design Thinking ◽

Cognitive Learning ◽

Problem Formulation ◽

Discrete Problem ◽

Undergraduate Instruction ◽

Problem Solvers ◽

Learning Frameworks

Problem solving is central to engineering education. Yet, there little agreement regarding what constitutes an exemplary design problem or case analysis problem for modeling undergraduate instruction after. There is even less agreement in engineering education literature regarding the best way to measure students ability or progress in learning to be better problem solvers in these discrete problem categories. We describe the development of a research method toward accessing how students think about design is described, what constitutes a measurable response, and how to compare through qualitative research methods pre and post student performance. The discussion draws from Jonassen’s (2000) framework for problem typology, as well as cognitive learning frameworks of design thinking, and metacognition as a theoretical basis that informs the problem formulation and planned approach for analysis.

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