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Rapid technology development, digital transformation, sustainability, and climate challenges increase the demand for graduates who can innovate and apply design thinking. The paper describes NUS’s Innovation and Design program (iDP) as a second major that uses experiential, team-based project learning and entrepreneurship foundations.",{"@graph":69,"@context":123},[70,84,106],{"@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/innovation-design-entrepreneurship-in-engineering-education-fall-2021/589063/",{"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/innovation-design-entrepreneurship-in-engineering-education-fall-2021/589063.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What motivates the evolution of engineering education over time?","Question",{"text":113,"@type":114},"Industry needs and changes in technology are identified as major drivers, alongside evolving workplace expectations and societal challenges.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the purpose of NUS’s Innovation and Design program (iDP)?",{"text":118,"@type":114},"The iDP aims to deliver design education that teaches innovation and entrepreneurship through real-world, multi-disciplinary problems and experiential team projects.",{"name":120,"@type":111,"acceptedAnswer":121},"What current gaps in engineering education does the paper highlight?",{"text":122,"@type":114},"Engineering education is described as not keeping pace with technological achievements, and engineering graduates are portrayed as needing stronger preparation for digital, sustainability, and climate-related challenges.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},589063,1792927666,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":41,"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\nFALL 2021  \nInnovation, Design & Entrepreneurship in Engineering Education  \nA. P. LOH ELLIOT LAW AND  \nANDI S PUTRA  \nEngineering Design & Innovation Centre National University of Singapore  \nEDWIN C.Y. KOH  \nEngineering Product Development Pillar Singapore University of Technology & Design  \nTANG KOK ZUEA  \nKHOO ENG TAT  \nEngineering Design & Innovation Centre National University of Singapore  \nABSTRACT  \nA quick literature survey shows that Engineering education has been undergoing change since more than a hundred years ago, largely due to the needs of industry. The current drive for change isnot very different and comes from the perception that Engineering graduates of today are not able to function effectively in the workplace. This is in part due to the rapid development in technologies which in turn drives the evolution in the workplace. The educational imperative is also driven by the need to educate engineers who are able to develop innovative solutions to help make the world a better place. This paper presents the Innovation and Design program (iDP) which the National University of Singapore (NUS) has implemented to deliver a design education that also teaches innovation and entrepreneurship in the context of real world multi-disciplinary problems. The vision of the iDP is to produce graduates with an entrepreneurial mindset, which is achieved through experiential team project-based learning, incorporating design thinking, innovation framework, prototyping and testing, and a foundation for a business enterprise. The iDP is set up as a second major for all students in NUS.  \nKey words: design, innovation, entrepreneurship  \nADVANCES IN ENGINEERING EDUCATION  \nInnovation, Design & Entrepreneurship in Engineering Education  \nEVOLUTION OF ENGINEERING EDUCATION  \nA quick search of the literature shows that change in Engineering education has been taking place since the 19th century under the provisions of the Morrill Act of 1862 [1] . At the turn of the 20th century, the Carnegie Foundation for the Advancement of Teaching also commissioned a study on Engineering education which was subsequently published in a book in 1918 [2] . Many of these changes were motivated by the needs of industry. A recount of these changes since the early 1900s, along with the intended outcomes arising from these changes, is given in Table A1 in Appendix A. This set of changes are presented to provide a more complete understanding of the evolution of education in the USA.  \nOur current pursuit of change is also driven by changes in the industry. Rapid developments in technologies are changing the landscapes in the workplace. At the same time, the world of today is also plagued with problems of over-consumption due to a rapidly growing population, climate changes, and globalization, just to name a few, resulting in the need for innovative solutions to address these issues. Hence the question is how Engineering graduates can be better prepared to respond to these challenges and opportunities, at the workplace as well as in the society at large. Change continues to prevail as seen through the various reports which have been published. Oneof the most comprehensive work on transforming undergraduate engineering education (TUEE)  \n[6] was started in 2013 by the American Society for Engineering Education and supported by the National Science Foundation. The 5-phase multi-year review gathered perspectives from industry partners, students, faculty, professional societies and the community. The work in TUEE also draws from The Engineer of 2020 [4] and the 2017/18 ABET accreditation criteria [5] . From the TUEE report, one of the perspectives shared by the industry is that students should be empowered to“do something they’re personally vested in” and offer different solutions to a problem, rather than to follow prescriptive clas","cbCaitAPPBD7U79e","https://ap.wps.com/l/cbCaitAPPBD7U79e","pdf",969610,12,"English","# ABSTRACT\n# ADVANCES IN ENGINEERING EDUCATION\n## EVOLUTION OF ENGINEERING EDUCATION\n## CURRENT GAPS","[{\"question\":\"What motivates the evolution of engineering education over time?\",\"answer\":\"Industry needs and changes in technology are identified as major drivers, alongside evolving workplace expectations and societal challenges.\"},{\"question\":\"What is the purpose of NUS’s Innovation and Design program (iDP)?\",\"answer\":\"The iDP aims to deliver design education that teaches innovation and entrepreneurship through real-world, multi-disciplinary problems and experiential team projects.\"},{\"question\":\"What current gaps in engineering education does the paper highlight?\",\"answer\":\"Engineering education is described as not keeping pace with technological achievements, and engineering graduates are portrayed as needing stronger preparation for digital, sustainability, and climate-related challenges.\"}]","Innovation, Design & Entrepreneurship in Engineering Education - Fall 2021 | PDF",1792066482]