New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
Engineering educators strive to improve students’ abilities to contribute to innovative products, processes, and systems. However, innovation is a complex phenomenon that spans a variety of disciplines and can be affected by a variety context-dependent variables. This work in progress presents an ongoing study that employs a phenomenographic approach to explore variation in how engineering students experience innovation. Semi-structured phenomenographic interviews were conducted with 33 undergraduate engineering students from a research university in the midwestern United States. These participants were selected to maximize variation in engineering project experience, academic discipline, year in school, gender, and nationality. Iterative, empathetic, and inductive data analysis is currently informing the development of categories that describe unique ways individual students had of experiencing innovation as well as the structural relationships between these categories. This paper presents an intermediate version of the results as a critical step in the analysis process. Presenting these results to a diverse group of educators and researchers, especially those outside the educational context in which the study took place, can elicit critical feedback that may inform new ways of interpreting the data and results. Eventually, the results of this study may suggest pedagogical activities that are beneficial in learning innovation, describe learning progressions, and provide a knowledgebase to aid the development improved assessments on the topic of innovation in engineering.
Fila, N. D., & Purzer, S. (2016, June), Work in Progress: A Preliminary Investigation of the Ways Engineering Students Experience Innovation Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27209
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