2023 ASEE Annual Conference & Exposition

Studying the Development of Design Thinking of Undergraduate Engineering Students in Singapore: Qualitative Reflection Analysis (Research)

Presented at Design Thinking and Student Design Teams

This study contributes new knowledge to engineering education research by exploring the development of Singaporean students’ decision-making and justification over time when partaking in a 13-week undergraduate engineering course on industrial design with the explicit task of self-reflection at set points during the course completion. With the rising relevance of authentic learning in the classrooms, it is becoming more pertinent to teach engineering students the skill of problem scoping (i.e., determining the nature and boundaries of a problem) to succeed in future work in both industrial and academic environments. Based on Stanford University's Empathize, Define, Ideate, Prototype, Test (EDIPT) design thinking model, the effectiveness of asking students guided questions to reflect on their approach to problem scoping was analyzed while tackling complex engineering problems provided by industry partners. The overarching research question is: to what extent is the EDIPT framework relevant in Singapore? A qualitative approach and deductive analyses were employed to elicit and explain the findings, which were then mapped to the aspects of the EDIPT. Ten participants were randomly selected from a cohort of third-year undergraduate students enrolled in an engineering course from a research-focused university in the Southeast Asia region. During this period, students were organized by university faculty and their industrial mentors into design teams of six or seven to ideate, prototype, and evaluate solutions to real-life industrial problems. The students' key ideas and corresponding direct statements were collected from five self-reflections. These reflections focused on their individual and team responses and were mapped to the five EDIPT aspects. Findings showed that the student usage of the EDIPT thinking framework increased over the weeks and that the EDIPT was a robust lens to evaluate the effectiveness of the selected reflection questions. Through these analyses, key EDIPT ideas related to problem scoping skills of engineering students within the Singaporean context were identified, showcasing the relevance of the EDIPT model in Asia. Educational and theoretical implications were discussed.

Authors

Dr. Eileen Fong Nanyang Technological University [biography]

Eileen Fong, PhD, is a Senior Lecturer at School of Materials Science and Engineering (MSE) at Nanyang Technological University (NTU) in Singapore. She is also currently the Associate Chair (Students) at MSE, responsible for student matters and admissions. She teaches third-year MSE undergraduates, and have received several teaching awards including the prestigious Nanyang Education Award for School (2019) and College (2021).
Dr. Ibrahim H. Yeter http://orcid.org/0000-0002-0175-2306 Nanyang Technological University [biography]

Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore. He is an affiliated faculty member of the NTU Centre for Research and Development in Learning (CRADLE) and the NTU Institute for Science and Technology for Humanity (NISTH). Dr. Yeter serves as the Director of the World MOON Project and holds editorial roles as Associate Editor of the IEEE Transactions on Education and Editorial Board Member for the Journal of Research and Practice in Technology Enhanced Learning. He is also the upcoming Program Chair-Elect of the PCEE Division at ASEE. His current research interests include STEM+C education, specifically artificial intelligence literacy, computational thinking, and engineering.
Shamita Venkatesh Nanyang Technological University [biography]

Shamita Venkatesh is a senior undergraduate student, majoring in the Philosophy department and minoring in the
Economics department at Nanyang Technological University (NTU) in Singapore. She is working on various projects in Dr. Yeter's Research Team at Nanyang Technological University in Singapore, including STEM education, engineering education, artificial intelligence literacy, and computational thinking. Shamita is passionate about contributing to society and finding ways to make things better.
Dr. Mi Song Kim University of Western Ontario [biography]

Dr. Mi Song Kim has engaged in rich collaborations with schools, practitioners and community members in designing, implementing and scaling-up technology-enhanced curricula as a curriculum expert and a learning sciences researcher investigating learning, cognition and knowing in authentic practices. She is currently an Associate Professor in the area of Curriculum Studies at the Faculty of Education in Western University in Canada.
Jingyi Liu Nanyang Technological University [biography]

Jingyi Liu is a master’s student at the National Institute of Education (NIE) at Nanyang Technological University (NTU). She is presently working on STEM+C educational-focused projects in Dr. Yeter’s Research Team at Nanyang Technological University in Singapore. With a background in educational studies, Jingyi Liu brings a unique perspective to the role of technology in education, leveraging her expertise to explore innovative approaches for enhancing learning experiences.

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