Critical learning experiences for Korean engineering students to promote creativity and innovation

This paper presents an empirical study focused on examining the outcomes from a course designed to promoting innovation through an instructional intervention consisting of design thinking and project-based teaching practices and assessment methods for undergraduate engineering students. Design thinking is a key process that encourages iterative thinking for engineer students as they apply their discipline specific knowledge to solving real engineering problems. Using the phenomenological approach, the researchers present finding from the analysis of classroom artifacts (posters, models, prototypes, reflections and presentations) with individual interviews and survey data.