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Increasing Student Innovation By Immersing Students In An Intensive Designing Thinking Workshop

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Creativity and Innovation in Engineering Design

Tagged Division

Design in Engineering Education

Page Count

8

Page Numbers

15.723.1 - 15.723.8

Permanent URL

https://peer.asee.org/16927

Download Count

32

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Paper Authors

biography

Geoff Wright

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Geoff Wright is a Professor of Technology and Engineering Education at Brigham Young University. His scholarship centers on programming, multimedia pedagogy, and technological literacy. He has published and presented on these and many other technology and engineering related topics.

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biography

Paul Skaggs Brigham Young University

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Paul Skaggs is a Professor of Technology and Engineering Education at Brigham Young University. His specialties lie within the Industrial Design venue.

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Richard Fry Brigham Young University

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Richard Fry is a Professor of Technology and Engineering Education at Brigham Young University. His specialties lie within the Industrial Design venue.

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Brian Howell Brigham Young University

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Brian Howell is a Professor of Technology and Engineering Education at Brigham Young University. His specialties lie within the Industrial Design venue.

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Richard West Brigham Young University

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Richard West is a Professor of Instructional Psychology and Technology at Brigham Young University. His areas of expertise include learning sciences, group creativity, ed. psych, and other related domains.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Increasing Student Innovation by Immersing Students in an Intensive Design Thinking Workshop First Author Affiliation Country Email Address

Abstract: Innovation is the currency of modern industry. Students need to possess an understanding of, and abilities directly related to innovation, where they possess the aptitude and capacity to generate, develop, and implement new and meaningful ideas. The purpose of this paper is to present how we are making this happen at our university. The paper outlines our curriculum decisions and development, associated instructional activities, and assessment and evaluation methods. The curriculum we have developed, has been culled from several resources: our personal research in creativity, collaboration with the Stanford d.School and IDEO, and several other educational and industry institutions. Our findings thus far according to the Torrance Creativity Test, and our own innovation student assessment survey suggests students who participate in collaborative cross-discipline innovation focused training, will increase in innovative understanding, aptitude and skill set. We believe the findings from our study thus far have broad implications for industry, higher education, and the K-12 environment.

Introduction One of the goals of our college of technology and engineering is: increase student innovation. Despite the belief and desire to accomplish this goal, our college (like many other higher education, K-12, and industry institutions) has struggled at developing a method for making this happen. Consequently the college assembled a team of professors, and gave them the task to identify methods and ideas of how innovation might be more effectively taught and encouraged within the college. The intensive design thinking workshop, later titled, “The Innovation Boot Camp” was a product of their research and collaboration.

The Innovation Boot Camp is an intensive hands-on, collaborative experiential learning workshop. Its focus is to educate students on the principles of innovation by providing them several real-world problems they are to solve. The structure of the initial Innovation Boot Camp was a two-day experience, blending students and faculty from seven different programs/departments (Technology Engineering Education, Manufacturing Engineering, Industrial Design, Construction Management, Facility Management, Information Technology, and Animation) in the school of technology. The primary instructional techniques and curriculum was based on “design thinking.” We define design thinking as being a method of innovation that is User Centered, has a tradition of Prototyping, and a Trust in the Process of: 1) Seeking inspiration for problem finding through the activities of Look, Do, and Ask; 2) Broad divergent ideation; 3) Implementation in the form of prototyping; and 4) Public Presentation using the activities of Show, Tell, and Act.

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Wright, G., & Skaggs, P., & Fry, R., & Howell, B., & West, R. (2010, June), Increasing Student Innovation By Immersing Students In An Intensive Designing Thinking Workshop Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16927

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: © 2010 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