TY - GEN
T1 - Teaching Design Thinking to a Large Cohort, A Process Perspective
AU - Kaur, Ameek
AU - Huang, Qian
AU - Willems, Thijs
AU - Hayat, Abdullah Aamir
AU - Elara, Mohan Rajesh
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - Design thinking has been gaining importance in engineering education worldwide. There is ample information available on design thinking course content, but limited information is available about details of execution of the course especially for a large group of students. At the Singapore University of Technology and Design (SUTD), all the 400 over first-year undergraduate students go through the introductory course on design thinking which has a strong focus on technology. We use this context to look at the processes involved in the effective delivery of the design thinking course. The process components discussed are-course delivery format, assignment design, diverse mentorship, access to past projects and teamwork facilitation. Through our discussion we highlight how these processes-reinforce the design thinking philosophy of balancing divergence and convergence (course delivery, assignment design), inculcate the habit of exploring beyond boundaries (assignment design), develop the capability of processing diverse input (diverse mentorship), reinforce the importance of following the design thinking process for problem solving (access to past projects), and support the pedagogical approach of project based learning (teamwork facilitation). The article intends to stimulate further exploration on course development through process perspective.
AB - Design thinking has been gaining importance in engineering education worldwide. There is ample information available on design thinking course content, but limited information is available about details of execution of the course especially for a large group of students. At the Singapore University of Technology and Design (SUTD), all the 400 over first-year undergraduate students go through the introductory course on design thinking which has a strong focus on technology. We use this context to look at the processes involved in the effective delivery of the design thinking course. The process components discussed are-course delivery format, assignment design, diverse mentorship, access to past projects and teamwork facilitation. Through our discussion we highlight how these processes-reinforce the design thinking philosophy of balancing divergence and convergence (course delivery, assignment design), inculcate the habit of exploring beyond boundaries (assignment design), develop the capability of processing diverse input (diverse mentorship), reinforce the importance of following the design thinking process for problem solving (access to past projects), and support the pedagogical approach of project based learning (teamwork facilitation). The article intends to stimulate further exploration on course development through process perspective.
KW - course design
KW - design thinking
KW - engineering education
KW - project-based learning
UR - http://www.scopus.com/inward/record.url?scp=85185004084&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85185004084&partnerID=8YFLogxK
U2 - 10.1109/TALE56641.2023.10398367
DO - 10.1109/TALE56641.2023.10398367
M3 - Conference contribution
AN - SCOPUS:85185004084
T3 - 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2023 - Conference Proceedings
BT - 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2023 - Conference Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2023
Y2 - 28 November 2023 through 1 December 2023
ER -