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AC 2009-1148: INTRODUCING A "WAYS OF THINKING" FRAMEWORK FOR STUDENT ENGINEERS LEARNING TO DO DESIGN
Abstract
Abstract Designers and Engineers view things differently. A Ways of Thinking framework,relating Future Thinking, Design Thinking, Engineering Thinking and Production Thinking is introduced and explained using design documentation,generated by recent student design projects from the ME310 graduate engineering design product-based-learning course sequence at Stanford
Design can change the world. Growing environmental and social concerns about the role we play as world citizens and caretakers of the planet have given rise to a green environmental movement and concerns of sustainability. But sustainability only attacks these problems in an incremental way. A more novel approach, geared towards real impact and breakthrough innovation, is to shift the frame of these growing issues of our time in a different way. Rather than engineer better solutions and implement better technology, this paper describes design and design thinking education practice and student examples that seek to change the context dramatically and break the mold of current means of thinking about sustainability. By examining mechanical engineering students doing design work in the context of a graduate level mechanical engineering design course at Stanford University, this paper will illustrate the benefits of the approach of breakthrough innovation through design thinking and highlight some difficulties students have in conceptualizing, framing, and designing for the future.
My doctoral research explores how student mechanical engineers are taught, learn, and apply a design thinking process to routinely create and innovate in the context of training for industry practice. I am interested in the maturation of master’s students with backgrounds in mechanical engineering adjusting to a project-based learning experience centered on design thinking methodology and processes. I use a combination of theoretical approaches from design research, engineering education and the learning sciences. My methodology draws on field observations in the classroom of a capstone-plus core mechanical engineer course on design innovation at Stanford University [1] as well as interviews, document analysis and other qualitative methods. I am gathering empirical evidence of what design
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