Design Thinkers Can Save the World: How Understanding Their Interests, Goals, and Motivations Can Inform Engineering Educators

The need for more engineers equipped with new skill sets is essential for ensuring our national security, climate sustainability, and maintaining our position as a global leader in innovation and as an economic world power. The design challenges engineers face increasingly require a human-centered, creative, practical, and systems-based approach to find the most elegant solutions; i.e. they require design thinkers. According to Tim Brown of IDEO, the characteristics that distinguish design thinkers include: \u27empathy--they imagine the world from multiple perspectives, integrative thinking--they can analyze at a detailed and holistic level to develop novel solutions, optimism--they don\u27t back down from challenging problems, experimentalism--they ask questions and take new approaches to problem solving, and collaboration--they work with many different disciplines and often have experience in more than just one field.\u27 This research builds on these ideas by developing and testing measures of design thinking, characterizing design thinkers (e.g. what are their demographics, career goals, interests), and comparing design thinkers with non-design thinkers. The Sustainability and Gender in Engineering (SaGE) survey, administered to a nationally representative sample of college freshman (N=6,772), covered a variety of topics related to sustainability, whole systems design, career goals, high school experiences with math and science, and student demographics. Ultimately 9 items from the survey were selected for inclusion in the design thinking scale. Design thinkers were characterized and compared using basic statistics, Mann-Whitney U tests, chi-square tests, and multiple linear regression modeling. The study found that design thinkers are a diverse group of high achieving students that see their career as an opportunity to positively impact the world. Design thinkers cited helping others, being able to create and invent, and making use of their talents and abilities as more important to their career satisfaction. They are systems thinkers that see the interconnectivity of things, not viewing themselves as separate from nature, but a part of it. Design thinkers are concerned and interested in tackling the economic, environmental, and social sustainability challenges our society is facing. And they believe that engineers play an important and altruistic role in the world by saving lives, protecting the environment, and addressing societal concerns. Design thinkers are precisely what we need more of in engineering and science--they want to save the world. Educators, policy makers, and concerned citizens take note. These findings show valuable leverage points for broadening participation in engineering and creating a more resilient and innovative engineering workforce

America\u27s Discovery of the Arts After the Industrial Revolution: The Evolution of the Middle Class Through Music

Music in nineteenth century America was greatly influenced by the Industrial Revolution and brought about changes in society through the development of concert life, the introduction of the piano in the home, and the new role women were given in music. This paper seeks to address how the middle class in America drastically changed from exposure to music. This exposure occurred through the formation of the classical concert in Europe that spread to America and promoted an awareness for the arts. It also caused more families to incorporate music into their daily lives through the growing affordability and popularity of the piano. This acceptance of the piano caused many women to gain employment and an independence that prior to this time had not been seen. Overall, it can be seen that American life today was shaped by the heavy emphasis of music throughout the nineteenth century

A DESIGN FRAMEWORK FOR SUSTAINABLE INFRASTRUCTURE

Aristotle theorized, \u27The whole is more than the sum of its parts.\u27 Design engineers often overlook this simple philosophy. We employ a reductionist approach when designing the built environment: engineering solutions for the individual parts rather than the system as a whole, creating and exacerbating problems in the process. A whole system, interdisciplinary approach that considers the interrelatedness of global issues is increasingly recognized as essential to finding truly sustainable engineering solutions (NSB, 2007). However, both the precise nature of this whole systems approach, and the best ways to incorporate it in engineering education remain undefined. To address this gap in knowledge, this research: (1) methodically reviewed the literature to define and unify the general principles of whole systems design; and (2) used the literature to develop a conceptual framework for whole systems design for sustainable infrastructure. A systematic literature review guided by a predefined protocol used 13 search terms spanning the engineering, architecture, and planning disciplines to identify components of the whole systems framework. Sources identified in the literature review fell under five primary categories: sustainable development; architecture, planning, and urban design; engineering, environmental management and business; and systems thinking. Principles were extracted from the resources, empirically coded, and organized into a framework using concept mapping. The resulting framework was organized into three overarching categories: design processes, design principles, and design methods, with a total of 20 principles, or components of whole systems design. It combines the theories, perspectives, and practices of multiple design disciplines and experts making it germane for applications of design ranging from the microscopic level of a chemical, to the macroscopic level of a city, for example. Organizing the literature surrounding whole systems design aids in building consensus around the defining elements and sets the stage for future research on the subject

Review of Making Cinelandia: American Films and Mexican Film Culture before the Golden Age

Review of Making Cinelandia: American Films and Mexican Film Culture before the Golden Age. By Laura Isabel Serna. Durham, NC: Duke UP, 2014. 317 pp