Developing innovation competences in engineering students: a comparison of two approaches

Design and evaluation processes to provide an empirical basis for producing instructional and non-instructional products, tools, and new or improved development models. This method uses various methods, including qualitative and quantitative techniques, and thoroughly examines the literature. The design and development of this chemistry module using design thinking to empower students' innovation competencies are described in this article. The main challenge for the teaching implementation process that is capable of mastering the skills of generating new ideas and solving problems in the real world is preparing teaching materials, consuming time, and putting pressure on the teacher. Teachers need more support resources to translate the expected teaching practices. This effort aims to generate a new perspective in education, especially chemistry education, in developing student innovation competence in secondary schools in Malaysia. Therefore, this study aims to discuss the design and development research (DDR) approach used to develop a design thinking chemistry module using a DDR approach. The researcher will go through three study phases and use several different research approaches in each phase. In the first phase, the researcher investigated the teachers' needs in their pedagogy used in teaching and students' innovation competencies. The second phase is the design and development phase, involving the consensus of twelve experts in various fields, such as chemistry/science, technology, engineering, and mathematics (STEM), curriculum development, module construction experts, and research and innovation planning experts. Consequently, the final phase is implementation and evaluation, focusing on determining the module's effectiveness in teaching and learning. Expert consensus is the primary input in developing modules in Malaysian chemistry education. Malaysian education needs to bring a different educational paradigm and teaching strategy, which includes the impact of teacher pedagogy through design thinking in the future. The conclusion of this article proposes a conceptual framework for the research to contribute to the advancement of design thinking and chemistry education.

Creating a high-quality learning environment where students can solve real-world problems and be receptive is essential for fostering students’ innovation competencies. Using appropriate pedagogical strategies and classroom activities is a crucial aspect of Malaysian education. This article uses the Fuzzy Delphi Method (FDM) to design chemistry classroom teaching strategies based on the design thinking paradigm. This research involves 12 experts in purposive sampling to form a diverse panel encompassing expertise in Chemistry Education, Curriculum, Module Development, Research, and Innovation. Using the Fuzzy Delphi method (FDM), the data were analyzed. Four elements for exploratory constructs, two elements for construct interpretation, four elements for ideation, two elements for execution, and three elements for construct evolution met the FDM requirements, according to the findings. Its threshold value is less than 0.2, the expert consensus is less than 75%, and the average score of the fuzzy number is over 0.5. Encouraging design thinking in chemistry classes and thereby enhancing students’ innovation skills, this research unquestionably induces a paradigm shift in teaching practice.

The main purpose of this study is to assess the role of tertiary institutions in impacting innovation competence among graduating students in the engineering discipline. To achieve this aim, two research questions were investigated: First, we examine if the graduating students possess some key innovative competence qualities innovative competence which include qualities such as creativity, leadership, self-efficacy, energy and risk propensity. Secondly, we investigate the key elements of tertiary institutions that impact innovative competence among the graduating students. A structured questionnaire was administered to graduating engineering students at the Federal University of Technology Akure, Nigeria and University of Johannesburg, South Africa during the 2019/2020 academic session and their responses were compared. Results indicate that students generally had a high assessment of their innovation competence and attributed some of this competence to their institutions learning environment.

Developing student innovation competencies through STEM education is an essential component of the National STEM Action Plan 2017 - 2025, in line with UNESCO's 2030 agenda to promote quality and innovation in STEM education. This study explores the perspectives of chemistry expert teachers to analyze the need to develop innovation competencies through design thinking practices among high school chemistry students. The study employs a design and developmental research strategy, emphasizing the needs analysis method during the initial phase. The study gathered data through semi-structured interviews and employed thematic analysis to examine the findings. The study's findings indicate a strong consensus among experts regarding the importance of developing competencies, particularly problem-solving, goal-oriented thinking, thinking system competencies, group work competencies, and networking competencies, through a design thinking approach. Furthermore, the study identifies a need for more application of teaching approaches based on design thinking in chemistry classes despite the acknowledged potential of this approach. The results emphasize the necessity of creating and applying a Design Thinking Chemistry Module to fill this void and equip teachers with the essential resources and expert guidance to incorporate design thinking into their chemistry lessons successfully.

Software engineering (SE) educators are challenged to balance the scope and depth in their courses to train students in skills which will fulfill the ever-evolving industry needs. Capstone courses are a tool for educators to transfer hands-on experience into practical knowledge and skills of SE students. This paper describes the design of a Casptone course, at Lappeenranta University of Technology. The designed course is human-centric SE capstone, infusing design thinking methods and agile practices into the project life-cycle knowhow. The capstone was offered in spring of 2017 as a 16-week course for 29 students. Design thinking was effective to perform requirement elicitation, software design and testing. Also, the applied approach allowed students to be self-directed which increased their motivation, as a result there was zero dropout rate. Design thinking is a powerful mean of problem solving and effectively supports SE education in bringing a more hands-on and minds-on, problem-based curriculum.

Engineering design thinking is at the core of engineering competence. Project-Based learning (PjBL) about Science, Technology, Engineering, and Mathematics (STEM), which is based on engineering design, has brought enormous success in students’ gaining and applying knowledge about STEM subjects. However, there are few studies on the perceived improvement in engineering design thinking and the possible role that learning style (LS) plays. We implemented PjBL-STEM classes to enable students to design and build a water tower using a truss tower structure that can withstand earthquakes. Constraints such as height, load weight, tower weight, and degree of earthquake withstanding were included. A total of 137 Taiwanese students participated in this course and employed a Gregorc learning style delineator to determine their learning preferences. A pre-test and post-test on perceived engineering design thinking performance was also undertaken. Students demonstrated significant improvements in their perceived engineering design thinking. Additionally, abstract-type learners had greater perceived improvement than concrete-type learners from the PjBL-STEM course. We suggest that different pedagogical methods should be utilized to provide equal opportunities for each student.

Design thinking is not a new concept, but it is a tool that could potentially be very useful in the classroom. It is deeply rooted in the scientific method and works well with the concepts of problem solving as well as critical thinking. It is an especially worthwhile learning method in conjunction with project-based learning. Traditionally the term design thinking might be associated with business and industry, but it is a process that can be practiced in all educational disciplines. Just as with other existing concepts, design thinking is a worthwhile tool that educators can use to help their students be successful in the classroom. The core tenets of design thinking are Empathy, Define, Ideate, Prototype, and Test. Each stage of the process allows students to work through a project step by step thereby allowing students to skillfully master a learning process can be used for a variety of projects, in all their classes. Today’s college students are very adept at creating a final project, but many are not aware of the design thinking process and how it can potentially help them be more successful. Far too often students simply go with their first idea to create a project and don’t take the time to analyze the steps needed to create a worthwhile project. By sharing the design thinking process as part of a class students will then be able to transfer the five tenets of the process into creating a higher quality final project. This study began by including the design thinking process in a sophomore level Graphic Communication course and then moved onto including the design thinking process in a senior level Graphic Communication course. Students in both classes were surveyed on their past experiences with the design thinking process, as well as their experience with the five tenets of the process. Both class formats were traditional in-person courses. Students were instructed on how they could use the design thinking process in a classroom project. Upon completion of the project students were then surveyed to find out their overall experiences with the design thinking process. Certain areas of the design thinking process including critique and reflection were emphasized as part of the project in both classes. This paper will explore the design thinking process though a literature review and how the process was implemented in two university level courses. Student’s prior experience with the design thinking process will be examined and student’s will be surveyed upon completion of a project based on the design thinking process to explore what elements they enjoyed of the overall process.

Capstone project-based courses offer a favorable environment for the development of student skills through an approach incorporating theoretical and practical components. However, it is often difficult to successfully coordinate between students, stakeholders, and the academic team. The absence of suitable tools for addressing this issue, along with time constraints, often prevents students from attaining the expected course outcomes. This raises the question “How can we improve project management skills in computing majors through the use of technology-enhanced learning environments?” This paper presents a Cloud-based mobile system for supporting project management under a framework of best practices in software engineering capstone courses. The Kanban approach was used as a core of the proposed system. Kanban boards are very popular in the software industry today. It has been empirically shown that they provide increased motivation and project activity control due to their inherent simplicity. This helps the students and academic team be aware of the project context as it aids in preventing ambiguities, flaws, or uncertainties in the development of software artifacts.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Laboratory- and Project-Based Course in Lean Six Sigma Nanomanufacturing Abstract This paper describes the implementation of the Introduction to Nanotechnology course developed for undergraduate Applied Engineering Technology (AET) students at the Goodwin College of Drexel University and its expansion into a hands-on laboratory- and project-based course organized on Lean Six Sigma principles. The development of this course represents an innovative new approach for integrating Lean Six Sigma methods and principles and hands-on laboratory- and project-based learning in nanotechnology. This unique combination of learning, training, and assessment will contribute to the knowledge base of undergraduate STEM (Science, Technology, Engineering, and Mathematics) education, research, and practice. AET students will be exposed to exciting discoveries and applications in the emerging field of nanotechnology by working with leading faculty members through classroom instruction, guest lectures, laboratory procedures, and field trips. The developed material will become available to community colleges collaborating with Drexel University as well as middle and high schools through activities organized by the AET faculty. Introduction The development of a hands-on, project-based nanotechnology manufacturing laboratory course based on Six Sigma quality methods and Lean manufacturing principles is described in this paper. The course will consist of two parts. The first part will emphasize the foundations of nanotechnology. In the second part, nanotechnology applications and techniques will be studied through experiments that closely simulate industry-relevant processes or scenarios in a pilot- scale manufacturing processes laboratory. The laboratory work will be supported and supplemented with lectures and seminars on Lean Six Sigma. Experiments and projects will focus on two key areas: nanobiotechnology, such as nanoparticles for diagnostic imaging and therapeutics, and nanostructured energy conversion devices such as solar cells. The objectives of the project are to: 1. Attract students with an interest in nanotechnology to applied engineering technology and engineering programs by developing a laboratory- and project-based course, which simulates commercial nanotechnology processes in biomedical and energy applications using an in-depth case study approach. 2. Prepare students for employment in the emerging nanotechnology field in areas such as process development; scale up and control; product specification development; and raw material and capital costing including ethical, environmental, and sustainability concerns. Special attention will be placed on a breadth of manufacturing activities with emphasis toward developing an engineering and engineering technology employee with a valuable range of skills and expertise to the employer. 3. Train the students in the methodology of Applied Lean Six Sigma to provide an overarching theory to the students’ approach to problems and solutions in the workplace.

Senior Design capstone programs are intended to help students develop engineering knowledge and talent that they can successfully apply after leaving academia. These programs are typically project-based courses where student teams work to address customer provided problems and develop real working solutions. As a result of collaboration between an industry-based instructor and an academic-based instructor, the 2022-23 University of Denver senior design program was refreshed to address two reoccurring themes hindering previous student cohorts: (1) The academic vs. post-academic student mindset: Up until their capstone design experience, students practice an academic mindset and trust that the instructor-chosen cadence for deliverables will get them to the finish line. During the capstone design experience, some students take full advantage of the course and use it as an opportunity to practice a post-academic mindset, leaving behind the notion that the instructor knows the answer. Other students perceive capstone as the final course requirement on the path towards earning a degree and are essentially "stuck" in the academic mindset. (2) The disconnect between the design process and documentation: For many students, senior design becomes the highlight of their educational journey apart from one major complaint - the administrative paperwork and documentation required. It seems to catch them off guard and is perceived as additional unnecessary busy work. In the post-academic world, it is well understood that a big component of any engineer's work is documentation. However, students in courses struggle to understand its importance and/or relevance. If student perception of documentation and the design process is disjointed and incohesive, it becomes difficult for instructors to support student development of a post-academic mindset. The class was restructured as an imaginary firm where the instructors acted as the CEOs and the students acted as the associates. The firm introduced 3 pillars of operation to reinforce the three dimensions of project delivery: Project Management, Design Control, and Risk Management. The pillars were scaffolded throughout the course's content to create organization and relevance for the "associates" based on these three dimensions. The authors hypothesize that the degree to which a student's perception of the usefulness of the 3 pillars of operation is linked to their degree of post-academic mindset. To address this hypothesis, the authors polled this year's capstone students to assess whether they: (1) perceive senior design as a course or a project; (2) perceive the 3 pillars of operation as useful/relevant to the capstone course; (2) perceive the 3 pillars of operation as useful/relevant to their future career; and (4) feel confident that senior design will prepare them to be a working engineering when they graduate.

Project-based courses in Art + Design and Computer Science curriculum foster innovation spaces that require creative thinking and multidisciplinary problem solving for unorthodox scenarios through the interplay of technology, arts, and design thinking. “Story-Go-Round” is a physical development platform for producing augmented digital experiences, designed exclusively as an assignment to tell stories through interactive control and gameplay via circular rotating sets. We propose a miniature mechanical and replaceable “carousel-like” stage linked to a game engine, which controls the rotation using a motor as well as streaming live camera feeds of the stage directly into the game environment.The assignment is inspired by the historical aspects of replaceable computer media such as game cartridges, and early animation devices such as the zoetrope and animated concertina. The stage component is open to continuous physical interaction for an evolving set design, like the process used in stop motion animation set building. The assignment asks students to develop a seamless circling narrative by understanding material and spatial choices and their impact as seen through the camera as well as inside the game engine as logically meaningful and visually important components. The narrative can evolve around a defined theme, or simply focus on engaging and innovative play.In groups, students complete the stage design by curating resources and assembling found objects, fabricating custom environments, through hand-skills, digital fabrication and simple electronics. They then proceed to produce digital assets, animation and interactivity, including and not limited to game mechanics, control schemes and augmented reality. The assignment lowers the intimidation factor by reenacting the forgiving process of making dioramas and integrating this with foundational skills in game design and programming, and the breadth of digital making. The benefit of this assignment is to think outside the box and leave the comfort zone in order to innovate, collaborate, and learn.

Assessing information literacy instruction in interdisciplinary first year project-based courses with STEM students

As the pace of societal and business change intensifies, so does the need to update curricula and innovate and optimize the delivery of courses within higher education institutions. Using an exploratory case study, we studied the use of Design Thinking as a course design method for designing an undergraduate entrepreneurship course. Despite being most commonly known as product or service design methodology, Design Thinking has shown promise as an innovation-oriented approach to course design. The case study shows how unlike traditional course design methods, the Design Thinking method is more empathetic and focused on the needs of students, is iterative, and supports creative solutions for key problems in the course. The key mindsets the teaching team developed were: (1) treating a course as an ever-evolving prototype; (2) empathizing with customers (students) to understand their beliefs, motivations, and needs; (3) rapidly responding to student feedback and consequently altering the prototype; and (4) changing the role of faculty members to not just deliver content but also to develop necessary skills and mindsets as well as to offer active support to student teams during project work. Some challenges of the method, such as the costs of continual prototyping, are also examined. This study adds to the limited body of literature on the use of Design Thinking in higher education for course design and innovation.

The usefulness of project-based courses for improving the technical as well as generic skills of engineering students is emphasized. A case study is presented to demonstrate that in contrast to a traditional laboratory-based course, a project-based course involving design, implementation, and testing of assigned projects greatly increases students' interest in practical work and significantly improves their technical as well as soft skills.

ABSTRACTIn an interdisciplinary project-based course, the topic of ‘drones’ served as an essential boundary object both for the students themselves and instructors. Instructors developed the course to facilitate productive exchanges between students from schools of engineering and peace studies involved. In this critical participation paper, we use an experimental reflection and analysis method to explore the instructors’ experience with this class. We demonstrate how this boundary object both facilitated some of the most desirable outcomes related to interdisciplinary partnerships and interfered with them by making collaboration without consensus – or explicit disagreements – possible. The kinds of troublesome surprises that instructors reflect on might be understood as indicative of ecologies of ideas, priorities, and practices that students and instructors bring to the classroom. We suggest that other instructors might also benefit from reflecting on their experiences with interdisciplinarity in the way that we have here.