Social Innovation Skills Development in Project-based Capstone Class in Civil Engineering: A Case Study of the Civil Engineering Program at the University of Missouri Kansas City
Engineering schools play a key role in developing students' skills to appeal to a socially responsible job market. Engineering educators must teach future professionals social innovation skills- the ability to solve the community's needs with innovative technical solutions. To enhance higher education, I propose the new concept of Engineering Social Innovation Skills: complex social problem solving, integrated skills to interact with communities, creativity to address social needs, and community-driven systems thinking. The qualitative case study explored to what extent do engineering students exhibit social innovation skills in an industry-driven capstone project. The research design included interviews, document review, and thematic analysis. The results suggested integrating community engagement and learning the government's structure as platforms to facilitating social innovation skill learning in engineering. Although I did not find results that explicitly address the four skills proposed in this dissertation, the class in study has all the elements to integrate social innovation skill learning into the curriculum. "Social cost" was found as a key element in fostering social innovation skill learning in industry driven project-based classes. The discussion and implications offer insights into curriculum improvement for engineering capstone classes following ABET standards and suggest new avenues for future research and career opportunities.
Committee Members: Dr. Pilar Mendoza, Dr. Brad Curs, Dr. Marjorie Dorimé-Williams, Dr. Tyler Page
Sponsored by the Department of Educational Leadership & Policy Analysis
Thursday, April 8 at 9:00amVirtual Event