Education Commons^™

Imagination To Innovation: Design Thinking For Young Learners, Lindsey Herlehy, Cassandra Armstrong

Publications & Research

Design thinking is the intersection of engineering design and social-emotional learning. Today’s learners must be empathetic problem solvers capable of defining problems and designing appropriate solutions to meet the needs of the user. In this session, participants will experience design thinking through literature-based scenarios appropriate for early learners. They will analyze and compare their own models to those of others and compose a lesson that will engage students in the design thinking process.

Utilizing Design Thinking To Enhance Wellbeing In Interdisciplinary Courses: A Positive Social Psychology Approach, Areej Elsayary

All Works

Design thinking is considered to be a positive social psychology intervention. Students who practice using the design thinking process during their coursework will most likely solve personal problems that improve their well-being. This study investigates the impact of using the design thinking process in interdisciplinary courses to enhance students' well-being through developing mindsets that enable them to solve their problems and set personal goals unconsciously. A modified PERMA-PH model is used to guide this study. The PERMA included Positive Emotions, Negative Emotions, Engagement, Relationship, Meaning and Purpose, and Accomplishments, the "PH" (future plans and health) was added to the PE …

Introducing Undergraduates To Instructional Design In A Graduate Studio: An Experiential, Model-Centered Approach, Rebecca Stull Zundell, William Sowards, Scott L. Howell, Jason K. Mcdonald

Faculty Publications

This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course …

Cocreate: Collaborative Curriculum Reimagining And Enhancement Aiming To Transform Education, Barry J. Ryan, Adrienne Fleming, Catherine M. Deegan, Claire Mcavinia, Colm O'Kane, David Williams, Edmund Nevin, Eric Bates, Fionnuala Darby, Jen Harvey, Lesley Murphy, Maebh Coleman, Miriam O'Donoghue, Nicola Duffy

Teaching Fellowship Reports

The establishment of TU Dublin in January 2019 provided a unique opportunity to create a bespoke curriculum framework for students, staff and stakeholders of TU Dublin, produced by the students, staff and stakeholders of TU Dublin. A curriculum framework is a set of guiding values that inform the design of teaching and learning activities within TU Dublin. A Teaching Fellowship Team, comprising eighteen teaching academics from across the three TU Dublin campuses and supported extensively by the Learning Teaching and Technology Centre (LTTC), was formed to collaboratively craft, in partnership with all stakeholders, a curriculum framework for TU Dublin. Working …

Inclusion & Marginalization: How Perceptions Of Design Thinking Pedagogy Influence Computer, Electrical, And Software Engineering Identity, Sarah L. Rodriguez, Erin E. Doran, Rachel E. Friedensen, Elizabeth Martínez-Podolsky, Paul S. Hengesteg

Faculty Publications

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role …

The Pedagogy Of Design And Technology At Xavier University Of Louisiana, New Orleans, Shayna Tova Blum

Faculty and Staff Publications

Abstract. Xavier University of Louisiana (XULA) is a Science, Technology, Engineering, and Mathematics (STEM) university located in New Orleans, Louisiana. As a Historically Black University (HBCU), the university serves a diverse community of students in which many are first-generation, college graduates. Students enrolled in Design courses at XULA are studying in Bachelor of Science and Bachelor of Art programs and majoring in subjects such as Computer Science, Physics, Mass Communication, Art, Business, and Science. The interdisciplinary student environment offers a unique opportunity for collaboration and peer learning, whereby students are able to share diverse perspectives on a topic by relating …

Preparing Fmhc Students For Life After Graduation, Emily Ruth Driscoll, Emma Kolar, Hannah Rojas, Carly Sutkewicz, Sam Ventocilla, Nathan Wagner

Undergraduate Research

The pages you have before you are a complete chronicle of our journey through the design thinking process. We were asked a pressing question: “how can Honors students better prepare for life after graduation?” This question launched a four-month journey, for which we were given the map of the design thinking process. This map was unique in that it told us what terrain we would be navigating, but not how to get to the next destination. Not directly, anyway. Every section of terrain had many paths, and plenty of open space to forge our own.

From the rolling moors of …

Emphasizing The Honors College Experience, Kara Rickenberg, Kylee Scholten, Matt Smit, Claire Thomassen, Monica Van Til, Rio Weikum

Undergraduate Research

Thank you for taking the time to engage with our Innovation Portfolio chronicling our design challenge of improving the post-graduation preparation of Frederik Meijer Honors College students. This past semester we have conducted intensive research and utilized the design thinking process to arrive at a definitive solution. This portfolio presents the process that our team learned and implemented, and visualizes our innovations and prototype concepts. We know our solution will improve the readiness of Honors students for life after graduation, as well as continue to enhance the awesome FHMC experience! Thank you again for your interest in our design challenge.

Innovating To Help The Students Of Fmhc Transition Into The Real World, Bee Fink, Leo Brisita, Kate Hubbard, Alex Broek, Kelsey Bredeweg, Reilly Olson

Undergraduate Research

We appreciate your interest in our team, and all of the work we put into creating a solution for the future leaders of the Frederik Meijer Honors College. Over the span of four months, we conducted hours of research, interviews, team collaboration, thinking critically, prototyping, and designing. Through this portfolio, an overview will be provided of how we developed our final innovation to assist students of the Frederik Meijer Honors College to comfortably transition to life after Grand Valley.

Using Design Thinking: Do We Really Want A Makerspace?, Julie A. Murphy, Anne Shelley, Paul Unsbee, Chad Kahl

Faculty and Staff Publications – Milner Library

No abstract provided.