Democratizing the Practices of Design and Innovation through Transdisciplinary Coursework

Scott Thorne; Greg J. Strimel

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Design in Engineering Education Division (DEED) Technical Session 10
Tagged Division: Design in Engineering Education Division (DEED)
Tagged Topic: Diversity
Page Count: 20
DOI: 10.18260/1-2--42899
Permanent URL: https://peer.asee.org/42899
Download Count: 86

Request a correction

Paper Authors

author page

Scott Thorne Purdue University orcid.org/0000-0002-3742-8903

biography

Greg J. Strimel Purdue University at West Lafayette (PPI) orcid.org/0000-0002-4847-4526

visit author page

Greg J. Strimel, Ph.D., is an associate professor of Technology Leadership and Innovation and program lead for the Design and Innovation Minor at Purdue University. Dr. Strimel conducts research on design pedagogy, cognition, and assessment as well as the preparation of K-12 engineering teachers.

visit author page

Download Paper | Permalink

Abstract

The complex and interconnected problems of today require trans disciplinary collaborations and solutions. This idea makes it necessary for both professionals and students to work across disciplinary boundaries and academic silos while also preserving expertise in their own disciplinary domains. One approach to support the convergence of disciplines in both industry and academia has been the application of design thinking methods along with providing opportunities to develop cross-cutting innovation-focused skills through transdisciplinary learning experiences. While innovation has historically been seen as an economic driver regarding technological development, innovation and design methods and skills have moved beyond engineering and technology alone to seek and develop new knowledge and ideas to advance all aspects of society. And, as industry and society continue to demand innovative problem solvers, universities must culturally transform to promote transdisciplinary experiences that can prepare and professionalize students for pushing boundaries in new and bigger ways. Accordingly, this study investigates one university’s approach to enact a transdisciplinary educational model [referred to as the Mission, Meaning, Making (M3) model] for undergraduate learning focused on democratizing the practices of design and innovation. The goal of this model is to offer one way in which to transform traditional undergraduate learning experiences to span academics silos, specifically synergizing the key strengths of an institution’s engineering/technology, liberal arts, and business management colleges/units. This educational model involves a) co-teaching and co-learning from faculty and students across different academic units/colleges as well as b) learning experiences spanning multiple semesters that immerse students in a community that can nourish both their learning and innovative ideas. As a collaborative initiative, this model is designed in an attempt to reach the broader campus community, regardless of students’ backgrounds or majors. That being said, the study presented in this paper explores how student participation in this collaborative model and their perceptions of their innovation skills may vary regarding major and gender. This exploration can be important as 1) the model may or may not be meeting the needs of participants across areas of study and 2) perceptions of abilities may influence a sense of belongingness for people within the model’s programming. 119 students (from 64 different majors across nine of the university’s 13 colleges) within the model completed post- and retrospective pre-surveys focused on the constructs of integrative learning, teamwork, and problem-solving skills. A two-way mixed analysis of variance revealed a significant main effect of coursework on these constructs for participating students, however no interaction effects were found on gender or college major. This paper will first highlight the details of the M3 model and its coursework and then provide the details related to this analysis as well as any implications for the results.

Citation
Format

Thorne, S., & Strimel, G. J. (2023, June), Democratizing the Practices of Design and Innovation through Transdisciplinary Coursework Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42899

TY  - CPAPER
AB  - The complex and interconnected problems of today require trans disciplinary collaborations and solutions. This idea makes it necessary for both professionals and students to work across disciplinary boundaries and academic silos while also preserving expertise in their own disciplinary domains. One approach to support the convergence of disciplines in both industry and academia has been the application of design thinking methods along with providing opportunities to develop cross-cutting innovation-focused skills through transdisciplinary learning experiences. While innovation has historically been seen as an economic driver regarding technological development, innovation and design methods and skills have moved beyond engineering and technology alone to seek and develop new knowledge and ideas to advance all aspects of society.  And, as industry and society continue to demand innovative problem solvers, universities must culturally transform to promote transdisciplinary experiences that can prepare and professionalize students for pushing boundaries in new and bigger ways. Accordingly, this study investigates one university’s approach to enact a transdisciplinary educational model [referred to as the Mission, Meaning, Making (M3) model] for undergraduate learning focused on democratizing the practices of design and innovation. The goal of this model is to offer one way in which to transform traditional undergraduate learning experiences to span academics silos, specifically synergizing the key strengths of an institution’s engineering/technology, liberal arts, and business management colleges/units. This educational model involves a) co-teaching and co-learning from faculty and students across different academic units/colleges as well as b) learning experiences spanning multiple semesters that immerse students in a community that can nourish both their learning and innovative ideas. As a collaborative initiative, this model is designed in an attempt to reach the broader campus community, regardless of students’ backgrounds or majors. That being said, the study presented in this paper explores how student participation in this collaborative model and their perceptions of their innovation skills may vary regarding major and gender. This exploration can be important as 1) the model may or may not be meeting the needs of participants across areas of study and 2) perceptions of abilities may influence a sense of belongingness for people within the model’s programming. 119 students (from 64 different majors across nine of the university’s 13 colleges) within the model completed post- and retrospective pre-surveys focused on the constructs of integrative learning, teamwork, and problem-solving skills. A two-way mixed analysis of variance revealed a significant main effect of coursework on these constructs for participating students, however no interaction effects were found on gender or college major. This paper will first highlight the details of the M3 model and its coursework and then provide the details related to this analysis as well as any implications for the results.  
AU  - Scott Thorne
AU  - Greg J. Strimel
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Democratizing the Practices of Design and Innovation through Transdisciplinary Coursework
UR  - https://peer.asee.org/42899
DO  - 10.18260/1-2--42899
ER  -