0

Full Content is available to subscribers

Subscribe/Learn More  >

A Cross-Sectional and Longitudinal Examination of the Development of Innovation Capability in Undergraduate Engineering Students

[+] Author Affiliations
Trina C. Kershaw, Rebecca L. Peterson, Molly A. McCarthy, Adam P. Young, Sankha Bhowmick

University of Massachusetts Dartmouth, North Dartmouth, MA

Carolyn Conner Seepersad, Paul T. Williams

University of Texas at Austin, Austin, TX

Katja Hölttä-Otto

Singapore University of Technology and Design, Singapore

Paper No. DETC2015-47650, pp. V003T04A008; 10 pages
doi:10.1115/DETC2015-47650
From:
  • ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 17th International Conference on Advanced Vehicle Technologies; 12th International Conference on Design Education; 8th Frontiers in Biomedical Devices
  • Boston, Massachusetts, USA, August 2–5, 2015
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5710-6
  • Copyright © 2015 by ASME

abstract

Multiple research studies have examined the role of the undergraduate engineering curriculum on students’ innovation capabilities. The majority of these studies have used cross-sectional samples to compare students at the beginning and end of their college careers, and most results have shown that seniors outperform freshmen. In the following paper, we use a combination of cross-sectional and longitudinal comparisons to uncover when innovation capabilities grow. Over a two-year period, undergraduate engineering majors at different points in their college careers completed concept generation tasks. Their resulting concepts were scored for originality. While no difference was found from freshman to senior year using a cross-sectional comparison, a significant increase in originality was found between separate senior groups at the beginning and end of a capstone course. The difference between the senior groups occurred despite no difference between these students in academic performance or engineering design self-efficacy. In addition, a significant increase in originality was found from junior to senior year using a longitudinal analysis. This increase in originality occurred without corresponding changes in academic performance or engineering design self-efficacy. These results are discussed in relation to prior research regarding the interplay between curricular and individual difference factors in the development of students’ innovation capabilities.

Copyright © 2015 by ASME

Figures

Tables

Interactive Graphics

Video

Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In