Using scaffold innovation-thinking frameworks to integrate food science and technology into the transdisciplinary engineering design classroom

Bosman, Lisa; Eom, Sangjun

doi:10.1186/s41239-019-0165-y

International Journal of Educational Technology in Higher Education

Table 1 Summary of results

From: Using scaffold innovation-thinking frameworks to integrate food science and technology into the transdisciplinary engineering design classroom

4.1 Pre- and Post-Philosophy of Learning Statements
4.1.1 Learning Perspective: Weaknesses (Pre) vs. Strengths (Post)	- Before participating in the learning experience, students generally reported to primarily assess the ability to complete the learning experience from a deficits perspective with a particular focus on identifying challenges and personal weaknesses. - After completing the learning experience, students generally reported to primarily assess the ability to complete the learning experience from a strengths perspective with a particular focus on learning from past experiences.
4.1.2 Value of Learning: All Learning is Worth It (Pre) vs. Value of Learning Depends (Post)	- Before participating in the learning experience, students generally reported a whimsical, open-minded and optimistic perspective that all learning was “worth it”. - After completing the learning experience, students generally reported a more realistic approach to learning valuation which aligns to practical and future applications.
4.1.3 Approach to Similar Learning Experiences: No Difference (Pre) vs. Alternative Way (Post)	- Before participating in the learning experience, students generally reported a “no” or “maybe” perspective on approaching future learning in an alternative way. - After completing the learning experience, students generally responded positively to approaching future learning experiences in an alternative way.
4.1.4 Commonalities: Limited Difference Between Pre and Post	- Both before and after, students reported on the need to assess time availability and the benefit of chunking out tasks. - Both before and after, students reported on a preferred learning style. However, this learning style varied from one student to the next.
4.2 Reflection Prompts
4.2.1 Workplace Connections	- Throughout the essays, students were able to connect the artifact development and reflection assignment to what they perceive employers are looking for in the workplace.
4.2.2 Importance of Communication	- Throughout the essays, students were able to demonstrate a newfound recognition around the importance of oral, written and visual communication.
4.2.3 Communication Technology Skill Development	- Throughout the essays, students were able to explain self-perceived skill development related to written and visual communication technologies.

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