Interdisciplinary By Design

Simpson, Tim; Barton, Russell R.; Celento, Dave

doi:10.1115/1.2008-sep-2

Cited by 12 publications

(15 citation statements)

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“…Incorporating an interdisciplinary approach has been especially important in the field of engineering because one discipline alone may jeopardize design, construction, and use (Wilpert, 2008). At Massachusetts Institute of Technology (MIT), engineering students have been required to go outside of their disciplines and learn new skills (Dempsey, 2009 (Simpson et al, 2008) adopted an interdisciplinary approach. At the University of Illinois at Urbana-Champaign, the College of Engineering incorporated different disciplines (the arts, humanities, and social sciences departments) into the curriculum (Simpson et al, 2008).…”

Section: An Interdisciplinary Approach To Engineering Educationmentioning

confidence: 99%

“…At Massachusetts Institute of Technology (MIT), engineering students have been required to go outside of their disciplines and learn new skills (Dempsey, 2009 (Simpson et al, 2008) adopted an interdisciplinary approach. At the University of Illinois at Urbana-Champaign, the College of Engineering incorporated different disciplines (the arts, humanities, and social sciences departments) into the curriculum (Simpson et al, 2008). The Stevens Institute of Technology integrated engineering, architecture, computation, and product design in order to teach design problems more practically (Simpson et al, 2008).…”

Section: An Interdisciplinary Approach To Engineering Educationmentioning

confidence: 99%

“…At the University of Illinois at Urbana-Champaign, the College of Engineering incorporated different disciplines (the arts, humanities, and social sciences departments) into the curriculum (Simpson et al, 2008). The Stevens Institute of Technology integrated engineering, architecture, computation, and product design in order to teach design problems more practically (Simpson et al, 2008).…”

Section: An Interdisciplinary Approach To Engineering Educationmentioning

confidence: 99%

“…The need for creativity in engineering has led to the development of numerous creativity support tools meant to aid engineers and designers in the creative design process (Shneidermann, 2007). Furthermore, the method of teaching creativity to engineering students has also been a key concern (Simpson, Barton, & Celento, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Assessing Creativity Specific to Engineering with the Revised Creative Engineering Design Assessment

Charyton

Jagacinski

Merrill

et al. 2011

J of Engineering Edu

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BACKGROUNDIn engineering, creativity is vital for innovation. The revised Creative Engineering Design Assessment (CEDA) also assesses Usefulness, unlike existing tools. PURPOSE (HYPOTHESIS)The primary purpose was to test for convergent validity of the CEDA with other engineering creativity and engineering specific measures. The CEDA was administered with the Purdue Creativity Test (PCT), the Purdue Spatial Visualization Test-Rotations (PSVT-R), and a Systems Test that assessed rollercoaster design functionality. We hypothesized that the CEDA would be moderately related to the PCT and anticipated a slight relationship with the PSVT-R and Systems Test. We also investigated gender differences to follow up on previous research. DESIGN/METHODParticipants were 259 engineering students (221 males and 38 females) in an introductory engineering design two-course sequence who completed the CEDA and PCT (in a cross-sectional design). We analyzed PVST-R scores for Fundamentals of Engineering I and Systems Test scores for Fundamentals of Engineering II. RESULTSThe CEDA showed high inter-rater reliability. The CEDA and the PCT were significantly related to each other and the CEDA was modestly related to the PSVT-R, both demonstrating convergent validity. Male and female engineering students did not significantly differ on the CEDA, PCT, PSVT-R or Systems Test. CONCLUSIONSThe CEDA has convergent validity with the PCT, which was normed on engineers in industry (12 years average experience), and with the PVST-R, measuring spatial skills. Findings and previous research suggest that the CEDA is domain specific to engineering. Future CEDA research is needed involving engineers in industry.

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Section: An Interdisciplinary Approach To Engineering Educationmentioning

confidence: 99%

Section: An Interdisciplinary Approach To Engineering Educationmentioning

confidence: 99%

Section: An Interdisciplinary Approach To Engineering Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Assessing Creativity Specific to Engineering with the Revised Creative Engineering Design Assessment

Charyton

Jagacinski

Merrill

et al. 2011

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…However, teaching engineering students a disciplined approach to the creative process has eluded most academia 6 . While students and professors alike have increased interest in creativity, engineering curricula are still overwhelmingly focused on mathematics, sciences, and engineering fundamentals 7 .…”

Section: The Authors Conclude: "If the United States Is To Maintain Imentioning

confidence: 99%

Extracurricular Fieldtrips to Theme Parks to Teach Creativity and Innovation

Budnik¹

2015 ASEE Annual Conference and Exposition Proceedings

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The United States National Academy of Engineering produced its seminal work, The Engineer of 2020 -Visions of Engineering in the New Century, to prepare industrial, governmental, and academic institutions for the future of engineering. The authors of the report state, "Emphasis on the creative process will allow more effective leadership in the development and application of next-generation technologies to problems of the future. " In 2011" In , 2012 undergraduates from Valparaiso University participated in a four-day off-site extracurricular fieldtrip focused on creativity, innovation, teamwork, and leading the creative process. The course was taught by members of the engineering faculty and included on-location sessions and tours led by employees and cast members from an external training organization. Pre-and postcourse surveys identify a significant improvement in the students' understanding of the roles of leadership, communication, and teamwork in the creative process. In an attempt to determine how much the students benefitted from the fieldtrips, a full class dedicated to the creative process was taught along with the trip in 2014. Quantitatively, students who participated in only the fieldtrips showed improvements similar to those who also participated in the full class. However, additional qualitative results indicate that students who participated in the full course with a fieldtrip experience had higher levels of confidence and affinity for the program.

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How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses

Miska

Mathews

Driscoll

et al. 2022

J of Engineering Edu

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Background: Engineering education traditionally emphasizes technical skills, sometimes at the cost of under-preparing graduates for the realworld engineering context. In recent decades, attempts to address this issue include increasing project-based assignments and engineering design courses in curricula; however, a skills gap between education and industry remains.Purpose/Hypothesis: This study aims to understand how undergraduate engineering students perceive product design before and after an upper-level project-based design course, as measured through concept maps. The purpose is to measure whether and how students account for the technical and nontechnical elements of design, as well as how a third-year design course influences these design perceptions.Design/Method: Concept maps about product design were collected from 105 third-year engineering students at the beginning and end of a design course. Each concept map's content and structure were quantitatively analyzed to evaluate the students' conceptual understandings and compare them across disciplines in the before and after conditions.Results: The analyses report on how student conceptions differ by discipline at the outset and how they changed after taking the course. Mechanical Engineering students showed a decrease in business-related content and an increased focus on societal content, while students in the Engineering Management and Industrial and Systems Engineering programs showed an increase in business topics, specifically market-related content. Conclusion:This study reveals how undergraduate students conceptualize product design, and specifically to what extent they consider engineering, business, and societal factors. The design courses were shown to significantly shape student conceptualizations of product design, and they did so in a way

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Interdisciplinary By Design

Cited by 12 publications

References 0 publications

Assessing Creativity Specific to Engineering with the Revised Creative Engineering Design Assessment

Assessing Creativity Specific to Engineering with the Revised Creative Engineering Design Assessment

Extracurricular Fieldtrips to Theme Parks to Teach Creativity and Innovation

How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses

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