This paper introduces a method of using multidisciplinary teams to enhance levels of higher-order thinking and innovative problem solving within higher education. Traditional education methods may sometimes hinder the curiosity and inquisitiveness that drives innovation. For innovation to occur current knowledge must be questioned, solutions discussed, and ideas attempted and learned from regardless of success or failure in the outcomes. Our Innovation-Based Learning (IBL) framework provides students with both the freedom and responsibility to define their own learning within an environment that applies innovative thinking to current challenges. By assembling multidisciplinary teams, students are forced to rethink and reframe concepts that are familiar or dogmatic within their field but may be novel to teammates from other fields. As concepts are reexamined by the teams, new approaches may emerge as each student can contribute their individualized knowledge and skills towards a common innovative solution.
The following work presents and describes how the use of multidisciplinary teams enhances and fosters the development of innovative problem solving within an Innovation-Based Learning course. Within the course described, the learning objectives and deliverables of participants from both multidisciplinary teams and homogeneous teams (i.e. teams in which all members are from the same discipline) are reviewed and compared based on data collected from the course’s online platform. A post-course survey was also administered to the students to gain insight and feedback on their opinions and interpretations of various aspects within the course. Questions relating to the research interests of this paper were analyzed and any noticeable trends inferred from the students’ responses are described.
Ellen Swartz is currently pursuing a M.S. degree in Biomedical Engineering at North Dakota State University. Her research interests include STEM education, innovation-based learning, and agent-based modeling of complex adaptive systems. She previously received her B.S. degree from North Dakota State University in Electrical and Computer Engineering.
Mary is a Ph.D. candidate in biomedical engineering with research focused in the area of bioelectromagnetics, specifically designing electronics that can be used as medical devices. She obtained her B.S. and M.S. degrees at NDSU in electrical and computer engineering. Mary is also interested in STEM education research.
http://orcid.org/https://0000-0003-3586-4266
North Dakota State University
[biography]
Lauren Singelmann is a Masters Student in Electrical and Computer Engineering at North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Outreach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.
Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embedded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned his MS in Systems Engineering from the University of Saint Thomas and his BS in Electrical Engineering from the University of Minnesota.
http://orcid.org/0000-0002-7257-0817
North Dakota State University
[biography]
Experienced Systems Engineer with a demonstrated history of working in the electrical and electronic manufacturing field. Highly skilled in Embedded Devices, Software Engineering, and Electronics.
Extremely motivated and self-reliant with a great believe in autonomy, new ways to solve problems and ROWE approaches. Team player and devoted to create superb working environments through dedication and team culture.
Strong information technology professional with two MSc's and working on a Doctor of Philosophy - PhD focused in Electrical Engineering from North Dakota State University.
Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.