BiSSL Ph.D. student Hadear Hassan presented a collaborative paper in the Design in Engineering Education Division (DEED) for Student-Centered Approaches in Design Education titled “Engineering the Next Generation of Innovators: Analysis of Students’ Innovation Habits.” The paper was coauthored by BiSSL alumn Luis Rodriguez and collaborator Dr. Cynthia Hipwell.

In today’s rapidly evolving landscape, innovation is the cornerstone of high value creation. This fast pace necessitates a fundamental reevaluation of educational paradigms. The imperative to emphasize lifelong learning, inquisitiveness, innovation, and an unwavering commitment to continuous self-improvement is abundantly clear. At the heart of this educational recalibration lies two questions: To what extent can personal innovativeness be honed and amplified through curricular innovations? and What are the requisite strategies for nurturing students’ practical skills, thereby enabling a perpetual journey of discovery? This work is focused on the design of a course called “Innovation Mind and Skill Sets for Design and Research,” tailored specifically for students in the STEM disciplines. The class equips students with a comprehensive innovation-focused skill set, empowering them to synthesize their specialized knowledge within broader societal contexts and, in turn, navigate the complex terrain of breakthrough innovation. This paper delves into the course’s framework, which draws inspiration from the vast reservoir of innovation literature and two decades of the instructor’s industry experience applying and improving innovation business processes with her teams in a fast-paced, high-tech industry. The core hypothesis of this paper is that innovation is fundamentally a learning process, that personal innovativeness can be cultivated and elevated through the teaching of established principles derived from the realm of learning science. These principles encompass the elevation of metacognition, the deliberate integration of intentionality into the learning process, and the embedding of reflective practices into the students’ educational journeys. In addition, the curriculum integrates pedagogical principles related to systems thinking and Transformative Learning Theory for adults. The coursework is designed to impart practical techniques that serve as scaffolds for students’ innovation processes and enhances their metacognition. The journey through this educational framework leads to an ascent through the tiers of Bloom’s Taxonomy, guiding students to cultivate enduring habits that are essential for the sustenance of the innovation process. These practical skills are honed through active participation in a team project, revolving around the innovation process, with guidance and feedback from innovation practitioners. The learning experience is further enriched through a deliberate emphasis on reflection, integrated into classroom presentations. These aspects of student progress and improvement are assessed against traditional design curricula using the Innovator Mindset® Assessment. The results are analyzed to underscore the impact of curricular innovation in fostering and amplifying personal innovativeness.

Hadear Ibrahim Hassan, Luis Angel Rodriguez, Astrid Layton, David Christopher Seets, M. Cynthia Hipwell (2024) “Engineering the Next Generation of Innovators: Analysis of Students’ Innovation Habits.” 2024 ASEE Annual Conference & Exposition. Portland, Oregon.

BiSSL collaborator Dr. Julie Linsey was also in attendance and presented a poster in the NSF Grantees Poster Session on a paper coauthored by BiSSL MS student Pepito Thelly. “Board 358: Quantitative Network Analysis for Benchmarking and Improving Makerspaces.”

Makerspaces on university campuses have seen tremendous growth and investments in recent years. Growing empirical data demonstrates the significant learning benefits to engineering students. Makerspaces are a new tool in the engineering educators’ toolbox, and as such much more needs to be done to ensure these spaces effectively grow and meet their full potential. This grant has been developing a novel network analysis technique for makerspaces, to enable the underlying makerspace network structure to be understood in terms of its connection to the successful and impactful functioning of makerspaces. The work has uncovered some basic structural building blocks of makerspace networks, known as modules, and the tools and students that make up those modules. This network-level understanding of the space enables actions such as effectively removing previously undiscovered hurdles for students who are underutilizing spaces, guiding the design of an effective makerspace from the ground up at locations with fewer resources, and creating effective events or course components that introduce students to the space in such a way that increases their chances of returning. A deep understanding of the network structure that creates a successful makerspace also provides guidance to educators on things like the impact of adding particular learning opportunities through workshop or curriculum integration, and insight into the network-level impacts of the addition of new tools or staff. The work done over the past 3 years has tried to address the following key objectives: (1) Understand the role that network analysis can play in both understanding the connection between the structure and successful functioning of a makerspace. (2) Create design guidelines for both new makerspaces and the growth of existing makerspaces, derived from modularity analyses of two successful makerspace case studies. (3) Identify potential roadblocks that prevent students, especially underrepresented minority students, from feeling comfortable in and using makerspaces. Benefits of network analysis techniques include the ability to break down a seemingly complex and chaotic makerspace into actors interacting with tools. This data was obtained through short end-of-semester student surveys. Early work found that these end-of-semester surveys provide sufficient data for the proposed analyses and are comparable to survey information provided by students as they enter and exit the space.

Claire Kaat, Pepito Thelly, Julie Linsey, Astrid Layton (2024) “Quantitative Network Analysis for Benchmarking and Improving Makerspaces.” 2024 ASEE Annual Conference & Exposition. Portland, Oregon.