Fila, N. D., & McKIlligan, S., & Guerin, K. (2018, June), Design Thinking in Engineering Course Design  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30271

\bibitem{asee_peer_30271}
  Fila, N. D., \& McKIlligan, S., \& Guerin, K. (2018, June), \emph{Design Thinking in Engineering Course Design}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30271

Nicholas D. Fila, Seda McKIlligan, and Kelly Guerin.  "Design Thinking in Engineering Course Design".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30271 Internet.  11 Feb, 2025

\bibitem{asee_peer_30271}
  Nicholas D. Fila, Seda McKIlligan, and Kelly Guerin.
  "Design Thinking in Engineering Course Design".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30271 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_30271
author = "Nicholas D. Fila, Seda McKIlligan, and Kelly Guerin"
title = "Design Thinking in Engineering Course Design"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30271}
number = {10.18260/1-2--30271}
}

TY  - CPAPER
AB  - Design thinking is a robust framework for creatively and effectively identifying and solving important human problems. While design thinking is commonly associated with fields like industrial design, it can be applied to many problem types. For example, several recent examples demonstrate the applicability of design thinking to the design and development of educational materials, courses, and systems. These results suggest that design thinking could be used as a framework to (re)design and develop effective engineering courses. The goal of this project is to understand how nine educators from different backgrounds did or did not use design thinking to redesign a sophomore-level electrical and computer engineering course. The primary source of data was 21 transcribed audio recordings of design meetings and is supplemented with interviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that represent connections and disconnections between the process used and a common five-stage design thinking process (empathize, define, ideate, prototype, and test). These themes demonstrate some of the opportunities and challenges related to design thinking within an engineering course design setting. In particular, they suggest that engineering course design is a relevant context for design thinking, but one to which design thinking methods do not always naturally translated. Future work should focus on better understanding unique applications of design thinking within engineering course design and methods that might to support more designerly behaviors among engineering educators.
AU  - Nicholas D. Fila
AU  - Seda McKIlligan
AU  - Kelly Guerin
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Design Thinking in Engineering Course Design
UR  - https://peer.asee.org/30271
DO  - 10.18260/1-2--30271
ER  -