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International Journal of Technology and Design Education

Erschienen in:

01.02.2012

Integrating innovation skills in an introductory engineering design-build course

verfasst von: Leon Liebenberg, Edward Henry Mathews

Erschienen in: International Journal of Technology and Design Education | Ausgabe 1/2012

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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.

Vorheriger Artikel Erratum to: Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools

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Titel: Integrating innovation skills in an introductory engineering design-build course
verfasst von: Leon Liebenberg
Edward Henry Mathews
Publikationsdatum: 01.02.2012
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 1/2012
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-010-9137-1

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