Integrating Innovation Skills in an Introductory Engineering Design-Build Course

Autor/inn/en	Liebenberg, Leon; Mathews, Edward Henry
Titel	Integrating Innovation Skills in an Introductory Engineering Design-Build Course
Quelle	In: International Journal of Technology and Design Education, 22 (2012) 1, S.93-113 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-010-9137-1
Schlagwörter	Foreign Countries; Engineering Education; College Instruction; Introductory Courses; Design; Outcomes of Education; Instructional Effectiveness; Skill Development; Student Projects; Active Learning; Intellectual Property; Entrepreneurship; Competition; Feedback (Response); Innovation; Problem Solving; Interpersonal Competence; Instructional Development; South Africa + Suchen Sie Ihr Suchwort? Ausland; Ingenieurausbildung; Hochschullehre; Einführungskurs; Lernleistung; Schulerfolg; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Schulprojekt; Aktives Lernen; Geistiges Eigentum; Unternehmungsgeist; Wettkampf; Problemlösen; Interpersonale Kompetenz; Teaching improvement; Unterrichtsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Modern engineering curricula have started to emphasize design, mostly in the form of design-build experiences. Apart from instilling important problem-solving skills, such pedagogical frameworks address the critical social skill aspects of engineering education due to their team-based, project-based nature. However, it is required of the twenty-first century engineer to be not only technically competent and socially and culturally aware, but also innovative and entrepreneurial. This paper discusses a reformulated first-year engineering course at the University of Pretoria, which was adopted 6 years ago to better address the required innovation skills of engineering students. This design-build-innovate course employs a unique creative problem-solving strategy in designing and building solutions to set technological problems. The students further investigate the provisional patenting of their design concepts. Mini business plans are developed and the students participate in a university- and in a national innovation competition. This introductory engineering course has been successful as measured by overwhelmingly positive student feedback, several provisional patents, and a number of small start-up companies that emanated from the students' work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10