Abstract:
This paper addresses the question of how undergraduate engineering students view the concept of innovation and their own innovative abilities. The study took a mixed meth...Show MoreMetadata
Abstract:
This paper addresses the question of how undergraduate engineering students view the concept of innovation and their own innovative abilities. The study took a mixed methods approach that included both a survey and focus groups to explore this question. The survey revealed significant differences in how fourth year and first year students rated their innovative thinking skills, where the fourth year students believed themselves to be more innovative. To understand why these differences exist, the research team conducted separate focus groups with upperclassmen and first year students. The two age groups defined innovation similarly, but the first year students associated innovative thinking more closely with engineering design. The upperclassmen mostly viewed their innovative thinking skills through their experiences in extracurricular activities. These differences suggest a need to incorporate innovative thinking more intentionally into engineering classrooms.
Published in: 2016 IEEE Frontiers in Education Conference (FIE)
Date of Conference: 12-15 October 2016
Date Added to IEEE Xplore: 01 December 2016
ISBN Information: