My doctoral research explores how student mechanical engineers are taught, learn, and apply a design thinking process to routinely create and innovate in the context of training for industry practice. I am interested in the maturation of master's students with backgrounds in mechanical engineering adjusting to a project-based learning experience centered on design thinking methodology and processes. I use a combination of theoretical approaches from design research, engineering education and the learning sciences. My methodology draws on field observations in the classroom of a capstone-plus core mechanical engineer course on design innovation at Stanford University [1] as well as interviews, document analysis and other qualitative methods. I am gathering empirical evidence of what design learning looks like and how it changes over time and how students conceptualize design and engineering.
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