Banks, H. D., & Murphy, A. R., & Bohm, M. R., & Linsey, J. S., & Nagel, R. L. (2020, June), A Longitudinal Exploration of Students’ Functional Modeling Abilities  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34012

\bibitem{asee_peer_34012}
  Banks, H. D., \& Murphy, A. R., \& Bohm, M. R., \& Linsey, J. S., \& Nagel, R. L. (2020, June), \emph{A Longitudinal Exploration of Students’ Functional Modeling Abilities}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34012

Henry David Banks, Alexander R. Murphy, Matt Robert Bohm, Julie S. Linsey, and Robert L. Nagel.  "A Longitudinal Exploration of Students’ Functional Modeling Abilities".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34012 Internet.  16 May, 2024

\bibitem{asee_peer_34012}
  Henry David Banks, Alexander R. Murphy, Matt Robert Bohm, Julie S. Linsey, and Robert L. Nagel.
  "A Longitudinal Exploration of Students’ Functional Modeling Abilities".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34012 Internet.  16 May, 2024

@INPROCEEDINGS{asee_peer_34012
author = "Henry David Banks, Alexander R. Murphy, Matt Robert Bohm, Julie S. Linsey, and Robert L. Nagel"
title = "A Longitudinal Exploration of Students’ Functional Modeling Abilities"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34012}
number = {10.18260/1-2--34012}
}

TY  - CPAPER
AB  - Teaching function is often regarded as an important practice to foster systems thinking skills in engineering students. The specifics of how function encourages systems thinking habits and improves design abilities, however, are not well understood. An instrument and accompanying scoring rubrics referred to as ‘Funskill’ have been developed and validated throughout previous research in an effort to gauge students understanding of, and ability to apply functional thinking. In this research, longitudinal data was collected from eight undergraduate engineering students’ sophomore, junior, and senior year, and data were analyzed in order to observe how engineering students’ functional aptitude has progressed throughout a design-oriented undergraduate engineering curriculum with multiple points of exposure to functional thinking. Results show that students’ competency with function does not improve as they progress throughout their undergraduate career. That being said students did demonstrate some degree of systems thinking in this study, but the growth of those skills over time remains ambiguous as FunSkill and its’ corresponding scoring instruments were not explicitly generated to capture students’ systems aptitude. Results from FunSkill are discussed and observations regarding the development of students’ design competency as well as the success and limitations of Funskill are deliberated. This work is part of ongoing research that explores how various instructional tools impact engineering students’ systems thinking tendencies and design skills.
AU  - Henry David Banks
AU  - Alexander R. Murphy
AU  - Matt Robert Bohm
AU  - Julie S. Linsey
AU  - Robert L. Nagel
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - A Longitudinal Exploration of Students’ Functional Modeling Abilities
UR  - https://peer.asee.org/34012
DO  - 10.18260/1-2--34012
ER  -