Embracing a Fail-Forward Mindset: Enhancing Engineering Innovation through Reflective Failure Journaling

Mitra Varun Anand; Curtis Abel; Ahmet Can Sabuncu; Adam Sears

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3
Tagged Division: Entrepreneurship & Engineering Innovation Division (ENT)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47235

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Paper Authors

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Mitra Varun Anand Worcester Polytechnic Institute orcid.org/0009-0000-3081-6367

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Mitra Anand serves as the Associate Director of Makerspace, and Innovation and Entrepreneurship, in addition to being an Adjunct Faculty of Mechanical Engineering at Worcester Polytechnic Institute.

Anand's research interests lie in combining hands-on Maker skills with an entrepreneurial mindset and value creation, aiming to develop practical solutions for real-world problems. He is enthusiastic about innovation in engineering education, design thinking, prototyping, program development, crafting interactive curricula, and bringing ideas to fruition.

With over 8 years of experience in Mechanical and Mechatronics Engineering, Anand possesses a solid background in Innovation and Entrepreneurship education, Additive Manufacturing, and Digital Fabrication technologies. His academic credentials include an M.S. in Mechatronics and Robotics Engineering from New York University and a B.E in Mechanical Engineering from Anna University.

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Curtis Abel Worcester Polytechnic Institute orcid.org/0000-0003-4061-5467

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Curtis Abel, PhD, MBA is the Executive Director of the Innovation and Entrepreneurship Center (I&E) at WPI. He is responsible for the I&E eco-system, Value Creation Initiative, Maker Space & Rapid Prototyping Lab, and Massachusetts Digital Games Institute. He joined WPI in 2015 as a Professor of Practice through the support of the Kern Family Foundation to create a vibrant entrepreneurial mindset culture on campus with both faculty & students. Prior to WPI, Curtis has 20+ years of experience in leadership positions at large corporations, including American Express, MasterCard, United Retail, and Bethlehem Steel. He’s held full “Profit and Loss” responsibility for several multi-million-dollar businesses, generating double-digit annual growth for each. He also held positions in new business development, marketing, strategic alliances, and R&D implementing new technology into manufacturing facilities. Curtis holds a Ph.D., ME and BS from Carnegie Mellon University in Materials Science & Engineering and Chemical Engineering, respectively, and an MBA from Cornell University. He also held international Postdoctoral Fellowships at Cambridge University and Technische Universität Wien.

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Ahmet Can Sabuncu Worcester Polytechnic Institute orcid.org/0000-0001-7905-421X

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Dr. Sabuncu holds a Ph. D. in Aerospace Engineering from Old Dominion University. Dr. Sabuncu's professional interests spans from engineering education research, history of science and engineering, thermo-fluids engineering, and microfluidic technology.

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Adam Sears Worcester Polytechnic Institute

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Abstract

This research delves into the paradigm shift of integrating a 'fail-forward learn-fast' innovation mindset within engineering education, emphasizing the transformative potential of reflective failure journaling. The 'fail-forward learn-fast' mindset advocates for viewing failures as stepping stones to rapid learning and subsequent improvement, a pivotal approach in the iterative nature of engineering innovation. In our "Innovation Through Making" course at the Engineering Sciences 2000-level, our study investigates the impact of incentivizing failure documentation and reflection within multidisciplinary student teams over an 8-week period. Encompassing a sample size of 51 students spanning two course offerings, this paper elaborates on the pedagogy and insights garnered from the students' Failure Journals, culminating with a survey assessing their perceived learning gains. The course, characterized by its hands-on approach to digital fabrication and entrepreneurial mindset cultivation, employs a novel 'Failure Journal' component. This tool propels students to meticulously document, reflect on, and learn from iterative setbacks encountered during the prototyping phase of engineering solutions, thus nurturing resilient and adaptive learning. Culminating in a competitive Prototype Showcase aligned with sustainable development goals, students pitch their innovations and are assessed, mirroring real-world entrepreneurial endeavors.  Our methodology involved qualitative thematic analysis of journal entries and quantitative evaluation of self-reported learning gains, seeking correlations between the acceptance of failure and subsequent innovation quality. Results indicate a positive shift in students' perspectives on failure, reflecting improvements in risk-taking, resilience through setbacks, and project innovation. These findings suggest that early academic exposure to a fail-forward mindset demystifies failure and fosters a growth mindset integral for future engineering innovators.  This study underscores the need for immersive strategies that advocate for a systemic shift that nurtures not only technically proficient engineers, but also resilient innovators poised to address complex, real-world challenges sustainably. Further research is recommended to evaluate the long-term impact of this educational approach on professional competency in diverse engineering domains. 

Citation
Format

Anand, M. V., & Abel, C., & Sabuncu, A. C., & Sears, A. (2024, June), Embracing a Fail-Forward Mindset: Enhancing Engineering Innovation through Reflective Failure Journaling  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47235

TY  - CPAPER
AB  - This research delves into the paradigm shift of integrating a &#39;fail-forward learn-fast&#39; innovation mindset within engineering education, emphasizing the transformative potential of reflective failure journaling.  The &#39;fail-forward learn-fast&#39; mindset advocates for viewing failures as stepping stones to rapid learning and subsequent improvement, a pivotal approach in the iterative nature of engineering innovation. In our &quot;Innovation Through Making&quot; course at the Engineering Sciences 2000-level, our study investigates the impact of incentivizing failure documentation and reflection within multidisciplinary student teams over an 8-week period. Encompassing a sample size of 51 students spanning two course offerings, this paper elaborates on the pedagogy and insights garnered from the students&#39; Failure Journals, culminating with a survey assessing their perceived learning gains.
 
The course, characterized by its hands-on approach to digital fabrication and entrepreneurial mindset cultivation, employs a novel &#39;Failure Journal&#39; component. This tool propels students to meticulously document, reflect on, and learn from iterative setbacks encountered during the prototyping phase of engineering solutions, thus nurturing resilient and adaptive learning. Culminating in a competitive Prototype Showcase aligned with sustainable development goals, students pitch their innovations and are assessed, mirroring real-world entrepreneurial endeavors.   
 
Our methodology involved qualitative thematic analysis of journal entries and quantitative evaluation of self-reported learning gains, seeking correlations between the acceptance of failure and subsequent innovation quality. Results indicate a positive shift in students&#39; perspectives on failure, reflecting improvements in risk-taking, resilience through setbacks, and project innovation. These findings suggest that early academic exposure to a fail-forward mindset demystifies failure and fosters a growth mindset integral for future engineering innovators.  
 
This study underscores the need for immersive strategies that advocate for a systemic shift that nurtures not only technically proficient engineers, but also resilient innovators poised to address complex, real-world challenges sustainably. Further research is recommended to evaluate the long-term impact of this educational approach on professional competency in diverse engineering domains.  

AU  - Mitra Varun Anand
AU  - Curtis Abel
AU  - Ahmet Can Sabuncu
AU  - Adam Sears
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Embracing a Fail-Forward Mindset: Enhancing Engineering Innovation through Reflective Failure Journaling 
UR  - https://peer.asee.org/47235
ER  -