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This empirical study evaluates how a design thinking process affects undergraduate performance in sustainable engineering. Across three semesters, students completed sustainability design challenges assessed in novelty, usefulness, sustainability, and design-thinking process dimensions. Groups using design thinking achieved significantly higher scores, and focus groups plus pre/post surveys show increased individual confidence and clearer cognitive creativity pathways.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-using-design-thinking-to-foster-creativity-in-an-undergraduate-sustainable-engineering-course/589164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-using-design-thinking-to-foster-creativity-in-an-undergraduate-sustainable-engineering-course/589164.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address regarding engineering education?","Question",{"text":112,"@type":113},"The study addresses the gap that current engineering curricula do not facilitate development of student creativity needed for solving complex sustainability challenges.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the design thinking intervention implemented and evaluated?",{"text":117,"@type":113},"Design thinking was implemented in two of three semesters of an undergraduate sustainable engineering course, then student performance on sustainability design challenges was evaluated across four dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main results of using design thinking?",{"text":121,"@type":113},"Students exposed to design thinking had significantly higher design project scores in novelty, sustainability, and the design thinking dimensions, and individually reported greater confidence in their ability to be creative.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589164,1792171267,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nLISA M. STABRYLA  \nDepartment of Civil and Environmental Engineering University of Pittsburgh  \nPittsburgh, PA  \nRENEE M. CLARK  \nDepartment of Industrial Engineering University of Pittsburgh  \nPittsburgh, PA  \nAND  \nLEANNE M. GILBERTSON  \nDepartment of Civil and Environmental Engineering Department of Chemical and Petroleum Engineering University of Pittsburgh  \nPittsburgh, PA  \nABSTRACT  \nAddressing complex global sustainability challenges requires a creative mindset, yet current engineering curriculum does not facilitate development of student creativity. Design thinking, as defined by the Hasso Plattner Institute of Design at Stanford, is a human-centered, creative design methodology that can be used to foster cognitive aspects of student creativity. This empirical study evaluates the impacts of a design thinking process on student performance, including product creativity as a group measure and students’ individual perspectives of creativity within the context of sustainable engineering. Data was collected in three semesters of an undergraduate sustainable engineering course, two of which implemented design thinking. Student performance on sustainability design challenges was evaluated across four dimensions: novelty, usefulness, sustainability, and application of a design thinking process. Self-reported assessment methods, including pre- and post-surveysand focus groups were used to assess students’ perceptions of their creativity. Groups of students exposed to design thinking had significantly higher design project scores across the novelty, sustainability, and design thinking dimensions. This suggests that design thinking may enhance the quality of solutions to sustainability challenges in terms of creativity and sustainable design. Individually, students became more confident about their ability to be creative as a result of this course and the  \n20 2022: VOLUME 10 ISSUE 4  \nADVANCES IN ENGINEERING EDUCATION  \nAssessment of Using Design Thinking to Foster Creativity in an Undergraduate Sustainable Engineering Course  \nunique characteristics of design thinking. Collectively, our results suggest that incorporating design thinking into the engineering classroom facilitates student development of a creative cognitive process, enabling innovative solutions to complex engineering and sustainability challenges.  \nINTRODUCTION  \nThe next generation engineer is faced with developing solutions to increasingly complex global challenges, such as poverty, hunger, access to clean water, climate, and economic crises, many of which are outlined in the United Nation’s Sustainable Development Goals (“United Nations Sustainable Development Goals”, 2019) . Innovative, rather than incremental, solutions are needed to address these challenges, which require a shift toward a creative mindset. Creativity is not traditionally emphasized in the undergraduate engineering curriculum nor integrated with critical thinking and problem-solving skills (Benson, Becker, Cooper, Griffin, & Smith, 2010; Charyton, Jagacinski, Merrill, Clifton, & DeDios, 2011; Cropley, 2015; Daly, Mosyjowski, & Seifert, 2014; de Vere, 2009; Felder, 1988; Huntzinger, Hutchins, Gierke, & Sutherland, 2007; Mahboub, Portillo, Liu, & Chandraratna, 2004; Razzouk & Shute, 2012) . Infact, industry leaders in the United States have identified a shortage in the number of engineers qualified to address societal challenges, specifically noting the lack of creativity and spirit of innovation among engineering graduates despite being technically competent (Benson et al., 2010; Cropley, 2015; de Vere, 2009; Felder, 2012; Huntzinger et al., 2007) . Sixty-five percent of engineers in the workforce agree that today’s engineers need to be more creative and innovative to be globally competitive (Charyton et al., 2011; Taurasi, 2007) . Additionally, the Accreditatio","cbCaikhgrd7kvN1S","https://ap.wps.com/l/cbCaikhgrd7kvN1S","pdf",4209803,37,"English","# Abstract\n# Introduction","[{\"question\":\"What problem does the study address regarding engineering education?\",\"answer\":\"The study addresses the gap that current engineering curricula do not facilitate development of student creativity needed for solving complex sustainability challenges.\"},{\"question\":\"How was the design thinking intervention implemented and evaluated?\",\"answer\":\"Design thinking was implemented in two of three semesters of an undergraduate sustainable engineering course, then student performance on sustainability design challenges was evaluated across four dimensions.\"},{\"question\":\"What were the main results of using design thinking?\",\"answer\":\"Students exposed to design thinking had significantly higher design project scores in novelty, sustainability, and the design thinking dimensions, and individually reported greater confidence in their ability to be creative.\"}]","Assessment of Using Design Thinking to Foster Creativity in an Undergraduate Sustainable Engineering Course | PDF",1792066675,93]