Leveraging Design Thinking to Enhance Engineering Teaching: An Operational Model

Abstract

Contribution: The proposed operational model offers a detailed framework for understanding the complexities of design thinking. It helps instructors evaluate each stage, promoting the development of high-quality designs. This model emphasizes the link between the various stages and the final design quality, steering students toward achieving outstanding results. Background: Design thinking benefits students across almost all majors by promoting critical thinking, creativity, and teamwork. It places a strong emphasis on the user’s needs and involves testing and refining prototypes with empathy for the user. While easy to grasp, its practical application poses complex challenges, particularly in engineering and science education. Intended Outcomes: This study examines the challenges of teaching design thinking and proposes an operational model to represent the design process. Application Design: The model incorporates a “spring system” to demonstrate potential variations in the design process, including the number of user-centered design (UCD) methods used, the size of the problem/solution space, the difficulty or resistance to transitioning between activities, and time spent on each activity. Findings: Two projects illustrate the use of the model. Using the proposed metrics, the design process can be established, and the operational model can control the learning process while enhancing the consistency and quality of the design outcome. Future empirical research should validate the model’s effectiveness, address biases, and foster critical thinking and diverse perspectives within student teams.