Failure is an option: an innovative engineering curriculum

Abstract

Purpose Advancements and innovation in engineering design are based on learning from previous failures but students are encouraged to “succeed” first time and hence can avoid learning from failure in practice. The purpose of this paper is to design and evaluate a curriculum to help engineering design students to learn from failure. Design/methodology/approach A new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified. Findings The design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable and providing students with many different pedagogical approaches to produce a quality learning experience. Originality/value This case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist.

Beyond the basics: a detailed conceptual framework of integrated STEM

“…Engineering design is an iterative process of "testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution" (NRC, 2012, p. 210). In other words, response to failure is central to the engineering design process; failure is expected if innovation is to occur as it can lead to stronger, more innovative designs (Henry et al, 2021;Simpson et al, 2018). Thus, it is critical that K-12 students have opportunities within integrated STEM curriculum to fully engage in the iterative engineering design process and engage in at least one cycle of evaluating and redesigning a proposed solution or set of solutions (Moore, Stohlmann, et al, 2014).…”

“…The ill-defined nature of real-world problems and engineering design challenges requires that students engage in critical thinking, drawing on their STEM content knowledge and lived experiences to propose possible design solutions. Engaging in the engineering design process inherently incorporates creativity and critical thinking as there is no single correct solution, thus promoting the potential of transformative and innovative design solutions (Stretch & Roehrig, 2021;Petroski, 2016;Simpson et al, 2018). As students iteratively test and improve their design solutions, they will experience design failure.…”

“…As students iteratively test and improve their design solutions, they will experience design failure. As previously noted, failure should be expected if innovation is to occur, and the ability to learn from failure can lead to stronger designs and innovation through the application of creativity and critical thinking (Henry et al, 2021;Simpson et al, 2018).…”

Embracing failure in a first-year technology course

“…Discovering how an application works through trial (and sometimes error) can become commonplace, natural when uncertainty produces continued attempts instead of cessation. Therefore, guiding professionals through discomfort during exploratory activities could transform their approaches to failure (Simpson et al, 2018). Overcoming setbacks can lead to expansive thinking about problems as challenges require creative solutions.…”

“…Overcoming setbacks can lead to expansive thinking about problems as challenges require creative solutions. Learning from failure encourages just this type of thought (Darabi, et al, 2018;Simpson et al, 2018). Skills benefitting future educators' technology literacy align with opportunities to contemplate barriers and develop methods for surpassing them.…”