Incubating Engineers, Hatching Design-Thinkers
Design transforms people and the stuff they make. How technical engineers learn and advance a human-centered design approach, what catalysts and barriers for their learning are, and evidence of their design learning will be illustrated with research done with student mechanical engineering designers engaged in work practice. Micah Lande introduces a framework of Ambidextrous Mindsets for Innovation and Learning, relating designerly ways of know-doing-acting and engineering ways of knowing-doing-acting, and shares empirical evidence of prototyping habits and how students conceptualize design and engineering.
Micah Lande is a Ph.D. candidate studying Mechanical Engineering Design and Design Education at the Center for Design Research at Stanford University. He researches how engineers learn and apply a design process to their work. Micah's academic interests include design thinking, engineering thinking, prototyping, design learning and design cognition, engineering education and mechanical engineering design. He has helped teach human-centered design courses in the Hasso Plattner Institute of Design (aka the d.school) and mechanical engineering design classes in Stanford's Mechanical Engineering Design Group, including ME310 Global, a graduate course in design and innovation. Micah has been a researcher at the Center for the Advancement of Engineering Education, both as part of the Academic Pathways Study research team and an Institute Scholar with the Institute for the Scholarship of Engineering Education. Micah received his B.S in Engineering from the Stanford School of Engineering Product Design program and a M.A. in Education from the Stanford School of Education Learning, Design and Technology program. Micah has also been a co-Editor-in-Chief of AMBIDEXTROUS, Stanford University’s Journal in Design, for 9 issues.
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