Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

Abstract

This paper shares initial findings from a study of the way that design thinking and experiential learning informed approaches to teaching can help programs and institutions in the higher education community meet the teaching and learning objectives identified by the World Economic Forum (WEF) as critical for our global future. The project surveyed undergraduate students in a large first year introductory course to learn more about how design thinking based learning practices might serve to extend an experiential learning pedagogical approach toward the successful development of innovation, creativity, interpersonal, self-paced, problem-based and lifelong learning skills. Results from the survey of 600 students reveal that using a design thinking model of learning as part of an experiential learning curriculum may be an effective way to enhance the development of the identified skills and approaches within an experiential learning framework. Students who experienced the addition of design thinking based learning practices to an experiential learning framework reported higher levels of confidence in their innovation and creativity skills and were more likely to seek opportunities for collaboration and self-paced learning than those who participated in an experiential learning focused section of the same class. This article provides an illustration of the impact of using design thinking as an extension of experiential learning in an undergraduate higher education class and offers recommendations for institutions and professional programs seeking to meet World Economic Forum Education 4.0 Initiative goals.