Integrating Design Thinking in Chemical Engineering Coursework for Enhanced Student Learning

Abstract In the engineering discipline, it is of utmost importance to give value to applied learning because as engineers, we are expected to innovate, and innovations happen when theoretical ideas are implemented successfully. Design thinking is one such approach that can enhance the value of theoretical concepts and motivate the students to visualize their ideas in more meaningful ways. The five stages of design thinking include: (i) Empathize, (ii) Define, (iii) Ideate, (iv) Prototype, and (v) Test. The traditional engineering curriculum focuses on the last four stages and thus leads to a skewed perspective among students with regards to problem definition, formulation, and solution. In this proposed curricular modification, we have developed computational modules as part of the Process Optimization and Experimental Methods in Chemical Engineering courses offered to seniors in the chemical engineering department as electives, which encompass all five stages of design thinking. Integrating machine learning, programming, and simulation tools while developing the overall computational modules in courses such as Process Optimization and Experimental Methods in Chemical Engineering is novel because our students will be introduced to the capabilities of computer-assisted methods in decision-making for real-world problems and applications. Additionally, they will gain the ability to analyze different datasets, solve large-scale problems and evaluate outcomes and impacts from different perspectives such as economic, commercial, environmental, social, and political, which is challenging but at the same time very motivating to our students. For example, finding an appropriate location for building a plant site among multiple options is a very valid problem for the industry. However, when designing a plant location, we have to evaluate the profitability of the process, its vicinity to the market, transportation accessibility, storage facility, market-demands, political climate, competition, public acceptance, environmental impacts, etc. Such realistic examples are designed as complete modules through carefully design computer lab assignments and well-planned team projects. To assist the students in their semester-long course projects, a three-stage assessment approach is developed. These three-stages enable the students to plan their work effectively and they also receive timely feedback. Furthermore, a detailed evaluation rubric that maps the five stages of design thinking to the three C's of Curiosity, Connection, and Creating values is also provided which helps in building an entrepreneurial mindset among the graduating students. An entrepreneurial mindset teaches them the skills to identify opportunities and barriers, and how to overcome and learn from the setbacks as well as succeed in their goals. Thus, the benefits of the proposed teaching method lead to multiple benefits for the students such as visualization of the theoretical chemical engineering concepts more meaningfully, development of their teamwork, computational programming, technical writing, and presentation skills.