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Abstract Many recent studies in Engineering Education underscores the necessity for engineers who can not only innovate amidst challenges but also transcend technical mastery to embrace essential skills in critical thinking, complex problem-solving, and articulate communication 1-4. These competencies, coupled with the ability to generate real-world value, are pivotal in sculpting the next generation of engineers 5. A predominant hurdle in preparing engineers for this dynamic future is the prevalent risk-averse educational paradigm, significantly influenced by students' apprehension of failure 6. This fear often confines them within their academic silos, preventing the exploration of interdisciplinary realms and hindering departure from their technological comfort zones during their educational journey. In response, we introduced "Innovation Through Making," a multidisciplinary, project-based course designed to encourage quick learning, resilience, and the development of durable, adaptable skills. This course integrates Innovation and Entrepreneurship into the Engineering Sciences curriculum, providing students with practical experience in digital fabrication and engineering design. Through iterative design and prototyping, students tackle environmental or societal issues, using human-centered design and value creation principles. This paper builds upon a previous work-in-progress report and offers a comprehensive analysis of the course's impact on students' engineering and entrepreneurial skill development. We present our findings through both quantitative measures and qualitative feedback, including student learning gains assessed via a tailored SALG instrument 7. The paper also outlines our approach to creating a supportive, interdisciplinary learning environment that encourages collaborative innovation.
Anand et al. (Sat,) studied this question.