Use Infusing Design Thinking and Service Learning into the Diploma in Clean Energy Management (CEM)

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1 Use Infusing Design Thinking and Service Learning into the Diploma in Clean Energy Management (CEM) Yang Kian Giap Electrical Engineering Division, School of Engineering, Ngee Ann Polytechnic, 535 Clementi Road, Singapore Abstract: Design Thinking offers a process for students to infuse non-engineering considerations into engineering projects before a product is conceived. Service Learning brings to the table a more humane face to the process of engineering new products and solutions to everyday issues. These two methodologies provide a common sense of purpose as our students study various modules during their first to fourth semesters. This paper outlines the framework which CEM has piloted for the past two years to achieve a more holistic approach to learning delivery and in the process bring about closer connections of the various modules a student will study in this course i.e. Connecting the Dots. Design Thinking Figure 1. The design thinking process The Stanford Arts Institute [1], described Design Thinking as The process first defines the problem and then implements the solutions, always with the needs of the user demographic at the core of concept development. This process focuses on need finding, understanding, creating, thinking, and doing. At the core of this process is a bias towards action and creation: by creating and testing something, you can continue to learn and improve upon your initial ideas. CEM teaching members: Yoong Hor Meng (yhm2@np.edu.sg), Dr See Kok Bin, Alex (sak2@np.edu.sg) and Tan Boon Liong (tbl9@np.edu.sg). 11

2 As shown in Figure 1, the design thinking process consists of these 5 steps: EMPATHIZE: Students to understand the experience of the user i.e. gardener and tourist in SBR. Do this through observation and interaction. DEFINE: Students to process and synthesize their observations and findings from their empathy work in order to form a user point of view that students will address with their proposed solution. IDEATE: Students to explore a wide variety of possible solutions, allowing them to step beyond the obvious and explore a range of ideas. PROTOTYPE: Students to transform their ideas by building a prototype to realize their proposed solution. TEST: Students to test their circuits (prototype) and use observations and feedback to refine their prototypes. The CEM Course Curriculum The Diploma in Clean Energy Management curriculum covers several core fundamental engineering modules. These are Electrical Technology (ELTECH), Engineering Mechanics (ENGMEC), Engineering Mathematics (EG1) and Computer Programming (COMPRO) in the first semester of studies. In addition, CEM students are required to study the modules Clean Energy and A Sustainable Environment (CESE) and the IS module Innovation Toolkit (INNOVA8). During the second semester, in addition to other prescribed modules, CEM students take the Electrical and Electronic Practical Skills (EEPS) and INNOVA9 modules. During the third semester, in addition to other prescribed modules, CEM students take the Clean Energy Mini-Project 1 (CEMP1) and Power Electronics and Applications (PEAP) modules. During the fourth semester, in addition to other prescribed modules, CEM students take the Clean Energy Mini-Project 2 (CEMP2) and Computer Aided Design (CAD) modules. An overview of the CEM Curriculum Map is shown in Figure 2. Figure 2. CEM Curriculum Map. 12

3 CEM Modules Alignment for Design Thinking Figure 3. The design thinking process CEM anchor modules are designed with lectures, assignments, projects and workshop sessions with specific focus on key stages of the design thinking process a shown in Figure 3: CEM Year 1 students learn key processes (Empathize, Define and Ideate) through the various learning activities in the CESE and EEPS anchor modules. CEM Year 2 students learn key processes (Ideate, Prototype and Test) through the various learning activities in the PEAP, CEMP1 and CEMP2 anchor modules. Anchor Modules and Support Modules A Connect-the-Dots table is shown in Table 1 to better illustrate the relationships between the various anchor modules and support modules over the four semesters. Table 1. CEM Curriculum Map 13

4 Off Campus Learning to Siloso Beach Resort (SBR) CEM students design thinking learning journey starts with an off-campus visit to the award-winning Siloso Beach Resort on Sentosa Island during the induction week of their first semester in Ngee Ann Polytechnic. This is to expose our students to the concept of off-campus learning implemented in this course. Students get to learn about the various eco-friendly initiatives in the Resort. With the strong support of the Resort s management, we have been bringing students to the Resort since April The key highlight of this trip is the Eco-Tour which brings students throughout the Resort showcasing the various efforts to save water and energy. The Resort featured a heat recovery system whereby heat from the air-conditioning system is recovered for hot water heating. It also features use of spring water and water saving features in all their rooms. A wormery with almost a million worms provides organic fertilizers and pesticides for the extensive greenery area in the Resort. This Resort will form the backdrop to design thinking for our students in the second semester. (a) (b) Figure 4. (a) Students posing in front of the Resort at the end of the visit. (b) Students listening to our student intern Hui Ting explaining about the activities at the roof top garden. 14

5 Learning Activities and Outcomes (a) CEM Year 1 Modules Learning Activities INNOVA8, INNOVA9 (Innovation Toolkit) Students learn to document their observations guided by POEMS. They also learned to doodle and share their observations. CESE (Clean Energy & A Sustainable Environment) EEPS (Electrical and Electronic Practice Skills) Students visit Siloso Beach Resort (SBR). Students record their observations using tools from INNOVA8 and INNOVA9. Students brainstorm solutions to address identified pain-points. (a) (b) (e) (c) (d) Figure 5. Learning activities and outcomes for CEM Year 1. (a-b) Students document and share their observations guided by POEMS. (c-e) Student teams conceptualized their proposed solution 15

6 (b) CEM Year 2 Modules CEMP1 (Clean Energy Mini Project 1) PEAP (Power Electronics & Applications) Learning Activities Students learn to translate their proposed solutions into electrical and electronic circuit diagram. Students build & test electronic circuits as part of solution. CEMP2 (Clean Energy Mini Project 2) CAD (Computer Aided Design) Students integrate sub circuits into a complete project solution. Students assemble & test circuit with a live PV system. Students learn to express their proposed systems in CAD drawings. (a) (c) (b) (d) Figure 6. (a) Students sharing their proposal with the class. (b) Students prototype (sub circuits). (c) Students prototype (completed assembly). (d) Students deploying their prototype at STC. 16

7 Next Step: Service Learning Service learning was piloted during the April 2014 and April 2015 Induction Week for Year 2 students. Service learning elements will be added to the CEM Year 1 design thinking process starting with the October 2015 semester guided by the following service learning principles. [2] Service-learning involves students in community service activities and applies the experience to personal and academic development. Service-learning occurs when there is "a balance between learning goals and service outcomes". Service-learning differs from internship experience or volunteer work in its "intention to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring". Service-learning course objectives are linked to real community needs that are designed in cooperation with community partners and service recipients. In service-learning, course materials inform student service while service informs academic dialogue and comprehension. Service-learning engages students in a three-part process: classroom preparation through explanation and analysis of theories and ideas; service activity that emerges from and informs classroom context; and structured reflection tying service experience back to specific learning goals. Conclusion Although the various delivery methodologies have received good feedback, there is room for further improvement to benefit more students. Several challenges faced in the class have been identified and will be addressed through continued enhancements to these delivery methodologies. References [1] Stanford Arts Institute, "Redesigning Theater," in Project of the Stanford Design Program, [2] Definition of Service Learning, 17

8 Educating the mind without educating the heart is no education at all. Aristotle 18