The Impacts of Integrating Introductory Composition, Communication, and Design Thinking Courses

Abstract

Much recent STEM research indicates that course integration improves the student learning experience and fosters stronger connections among concepts and skills; this study attempts to evaluate whether or not students learn the design process more fully in the integrated version of a required first-year course, Design Thinking in Technology. Drawing from an ongoing assessment of an Integrated First-Year Experience at Purdue University, this article reports on the challenges of teaching design thinking and analyzes whether students in an interdisciplinary course integration can demonstrate the work of their design processes more completely and effectively compared to students in a nonintegrated version of the course. We employ a modified version of the Engineering Design Process Portfolio Scoring Rubric (EDPPSR) as a method of evaluating students' design portfolios. Our initial and follow-up analyses show that students in both versions of the course struggle to complete design journal assignments satisfactorily. We assess and analyze the impact of STEMhumanities integration on students' abilities to document and contextualize the design process using journals, and also offer discussion and suggestions about our findings.

The Influence of Reflection in an Introductory Security Course: A Single Case Study

“…The purpose of introductory courses within academic majors is to establish a basic understanding of a particular subject (Chesley et al, 2018;Goodyear, 2015). A properly designed introductory course incorporates the subject-matter that grounds a particular area of study in a way that sparks curiosity and a desire to know more (Goodyear, 2015;Gurung et al, 2016).…”