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John G. Brisson. Saulnier, Christopher R Technology and Policy Program. Massachusetts Institute of Technology. Engineering Systems Division Massachusetts Institute of Technology. Institute for Data, Systems, and Society Technology and Policy Program 2016-07-11T14:44:41Z 2016-07-11T14:44:41Z 2015 2015 http://hdl.handle.net/1721.1/103575 938938478 Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, Institute for Data, Systems, and Society, Technology and Policy Program, 2015. Cataloged from PDF version of thesis. Includes bibliographical references (pages 80-84). This study explores the experience of students during the implementation of a design-based wilderness education curricula. I introduce the concept of a curriculum that combines the pedagogies of design-based learning and wilderness education to encourage the development of design thinking, an engineering science worldview, and leadership ability. This project bridges the gap between the wilderness education and engineering education literature as this is a novel approach to engineering education. In bridging the two literatures, we find that the outcomes of wilderness education align well with the contemporary demands of engineering education. The initial implementation of the design-based wilderness education curriculum took place in the Summer of 2014. Thirty students from the Singapore University of Technology and Design and six students from MIT participated in the program. A mixed-methods study was performed, relying on surveys, exit interviews, and instructor observations. The findings from the research illustrate that design-based wilderness education holds the potential to serve as an exciting novel avenue to encourage design thinking, the development of an engineering science worldview, and leadership ability. While further research is necessary, this initial exploration finds that wilderness education is a promising vector for supporting effective design thinking practices and the development of an engineering science worldview, alongside leadership ability. by Christopher R. Saulnier. S.M. in Technology and Policy 126 pages eng Massachusetts Institute of Technology M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 Institute for Data, Systems, and Society. Engineering Systems Division. Technology and Policy Program. Exploring design based wilderness education : a pedagogy to develop design thinking, an engineering science worldview, and leadership capacity Pedagogy to develop design thinking, an engineering science worldview, and leadership capacity Thesis application/pdf false Publication unknown unknown <Publication xmlns="https://www.openaire.eu/cerif-profile/1.1/" id="adae9e3a-7867-4b94-ba0e-4254eda6b609"> <Type xmlns="https://www.openaire.eu/cerif-profile/vocab/COAR_Publication_Types">http://purl.org/coar/resource_type/c_1843</Type> <Language>eng</Language> <Title>Exploring design based wilderness education : a pedagogy to develop design thinking, an engineering science worldview, and leadership capacity</Title> <Subtitle>Pedagogy to develop design thinking, an engineering science worldview, and leadership capacity</Subtitle> <PublishedIn> <Publication> </Publication> </PublishedIn> <PublicationDate>2015</PublicationDate> <Authors> <Author> <DisplayName>Saulnier, Christopher R</DisplayName> <Affiliation> <OrgUnit> </OrgUnit> </Affiliation> </Author> </Authors> <Editors> </Editors> <Publishers> <Publisher> <DisplayName>Massachusetts Institute of Technology</DisplayName> <OrgUnit /> </Publisher> </Publishers> <License>http://dspace.mit.edu/handle/1721.1/7582</License> <Keyword>Institute for Data, Systems, and Society.</Keyword> <Keyword>Engineering Systems Division.</Keyword> <Keyword>Technology and Policy Program.</Keyword> <Abstract>This study explores the experience of students during the implementation of a design-based wilderness education curricula. I introduce the concept of a curriculum that combines the pedagogies of design-based learning and wilderness education to encourage the development of design thinking, an engineering science worldview, and leadership ability. This project bridges the gap between the wilderness education and engineering education literature as this is a novel approach to engineering education. In bridging the two literatures, we find that the outcomes of wilderness education align well with the contemporary demands of engineering education. The initial implementation of the design-based wilderness education curriculum took place in the Summer of 2014. Thirty students from the Singapore University of Technology and Design and six students from MIT participated in the program. A mixed-methods study was performed, relying on surveys, exit interviews, and instructor observations. The findings from the research illustrate that design-based wilderness education holds the potential to serve as an exciting novel avenue to encourage design thinking, the development of an engineering science worldview, and leadership ability. While further research is necessary, this initial exploration finds that wilderness education is a promising vector for supporting effective design thinking practices and the development of an engineering science worldview, alongside leadership ability.</Abstract> <Access xmlns="http://purl.org/coar/access_right" > </Access> </Publication>