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Defining and Measuring Innovative Thinking Among Engineering Undergraduates

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Assessment of Student Learning 1

Tagged Division

Educational Research and Methods

Page Count

10

Page Numbers

23.366.1 - 23.366.10

Permanent URL

https://peer.asee.org/19380

Download Count

28

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Paper Authors

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Catherine T. Amelink Virginia Tech

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Dr. Amelink is Research Analyst and Assessment Specialist in the Dean's Office, College of Engineering, Virginia Tech.

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Bevlee A. Watford Virginia Tech

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Bevlee A. Watford is professor of engineering education at Virginia Tech. She currently serves as the associate dean for academic affairs and the Director of the Center for the Enhancement of Engineering Diversity.

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Glenda R. Scales Virginia Tech

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Dr. Glenda R. Scales serves as both Associate Dean for Distance Learning and Computing and Director of the Commonwealth Graduate Engineering Program (CGEP) in the College of Engineering at Virginia Tech. Dr. Scales also provides leadership for international programs, research computing and academic computing within the College of Engineering. She holds a Ph.D. in Curriculum and Instruction with a concentration in Instructional Technology from Virginia Tech, an M.S. in Applied Behavioral Science from Johns Hopkins and a B.S. in Computer Science from Old Dominion University.

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Mahnas Jean Mohammadi-Aragh Virginia Tech Orcid 16x16 orcid.org/https://0000-0002-3094-3734

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Jean Mohammadi-Aragh is a Ph.D. Candidate and Dean’s Teaching Fellow in Virginia Tech's Department of Engineering Education. She earned her B.S. in 2002 and her M.S. in 2004 in Computer Engineering at Mississippi State University. She previously worked for the Geosystems Research Institute as a scientific visualization and virtual reality researcher, and for Mississippi State's Electrical and Computer Engineering department as Outreach Coordinator. Her research interests focus on technology in engineering education, effective design of engineering courses and curricula, and scientific visualization.

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Dakota Farquhar-Caddell School of Education

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Dakota Farquhar-Caddell is a Masters's student in the Higher Education program at Virginia Tech and serving as a research assistant in the College of Engineering. His research interests include examining factors that impact learning experiences both in and out of the traditional classroom.

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Abstract

Defining and Measuring Innovative Thinking Among Engineering Undergraduates Innovative thinking skill development among engineering undergraduates is of criticalimportance to the global economy. The ability to transform creative ideas into useful productsand services through problem-solving that requires applying known information to unknownsituations, finding new information and assessing its value or worth, and collaboratingsynergistically to develop ideas can be developed through pedagogical approaches that createengaging and active learning environments. Instructional technology, when used effectively, hasbeen shown to enhance educational environments facilitating active and engaging learningstrategies such as providing access to information, ideas, and collaborative exchanges focused ongenerating innovative solutions. Recent advancements in slate enabled laptop computers andsmaller slate hand-held devices (e.g., Tablet PCs, iPads, HP Slate 500s), a form of instructionaltechnology, and their impact on innovative thinking skills have been relatively unexamined. Thispaper reports the initial findings from a NSF sponsored study that is being undertaken toexamine whether effective use of instructional technology, specifically slate enabled technology,has an impact on the innovative thinking skills among engineering undergraduates enrolled inlarge lecture classes. The methodology used in this study a quasi-experimental mixed methodapproach utilizing a control and treatment group. Findings can be used to improve innovativethinking skills through effective pedagogical approaches which may include employment ofvarious forms of slate enabled instructional technology.

Amelink, C. T., & Watford, B. A., & Scales, G. R., & Mohammadi-Aragh, M. J., & Farquhar-Caddell, D. (2013, June), Defining and Measuring Innovative Thinking Among Engineering Undergraduates Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19380

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015