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Sustainability coursework: student perspectives and reflections on design thinking

机译:可持续发展课程:学生视角和设计思维的思考

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PurposeThe purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly promoting design thinking for addressing societal and environmental sustainability engineering challenges. Design thinking is a human-centered approach that identifies needs upfront.Design/methodology/approachIn an undergraduate engineering course, Design for the Environment, students have begun to obtain hands-on experience in applying design thinking to sustainability challenges. This case study investigates the association between the use of design thinking and student creativity with sustainability design solutions. Student perspectives on their own creativity and future sustainable design practices as a result of the course were also investigated.FindingsThe findings were favorable for design thinking, being associated with a significant difference and medium-to-large effect with regards to solution novelty. A qualitative analysis showed a positive association between design thinking and students' perceptions of their creativity and future anticipated sustainability practices. Using a content analysis of reflective writings, students' application of design thinking was assessed for comprehensiveness and correctness. A two-week introductory design-thinking module and significant use of in-class active learning were the course elements that most notably impacted students' use of design thinking.Practical implications - This case study preliminarily demonstrates that application of design thinking within an environmental engineering course may be associated with beneficial outcomes related to creativity and sustainability.Originality/valueA review of the literature did not uncover studies of the use of design thinking for undergraduate socio-environmental challenges to promote creativity and sustainable-practices outcomes, although the literature has been calling for the marrying of these two areas.
机译:本研究的目的目的是在设计思维融入环境工程课程时评估特定的学生结果。文献越来越多地促进解决社会和环境可持续性工程挑战的设计思考。设计思维是一种以人为本的方法,标识需求Upfront.design/methodology/approachin一个本科工程课程,为环境设计,学生已经开始获得实践经验,以便在应用可持续性挑战思考设计方面。本案研究调查了与可持续性设计解决方案的设计思维与学生创造性之间的关联。还研究了学生对自己创造力和未来可持续设计实践的观点也被调查.Findingsthe发现对设计思维有利,与解决方案新颖性的显着差异和中等效果有关。定性分析显示了设计思维与学生对其创造力和未来预期可持续发展实践之间的积极关系。利用反思着作的内容分析,学生的应用设计思维的应用得到了全面和正确性。为期两周的介绍性设计思维模块和课堂上的大量主动学习是最符合人们最受影响学生使用设计思维的课程的元素。实践意义 - 这种情况研究初步证明了在环境工程中的设计思维的应用课程可能与与创造力和可持续性有关的有益结果相关联。对文献的敏捷性/估值审查没有揭示使用设计思考的研究思考,以促进创造力和可持续发展的成果,尽管该文献已成为呼吁结婚这两个地区。

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