Robinson-Bryant, F. (2018, June), Developing a Systems Thinking Integration Approach for Robust Learning in Undergraduate Engineering Courses   Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30294

\bibitem{asee_peer_30294}
  Robinson-Bryant, F. (2018, June), \emph{Developing a Systems Thinking Integration Approach for Robust Learning in Undergraduate Engineering Courses }
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30294

Federica Robinson-Bryant.  "Developing a Systems Thinking Integration Approach for Robust Learning in Undergraduate Engineering Courses ".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30294 Internet.  13 Jan, 2025

\bibitem{asee_peer_30294}
  Federica Robinson-Bryant.
  "Developing a Systems Thinking Integration Approach for Robust Learning in Undergraduate Engineering Courses ".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30294 Internet.  13 Jan, 2025

@INPROCEEDINGS{asee_peer_30294
author = "Federica Robinson-Bryant"
title = "Developing a Systems Thinking Integration Approach for Robust Learning in Undergraduate Engineering Courses "
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30294}
number = {10.18260/1-2--30294}
}

TY  - CPAPER
AB  - Traditional engineering programs tend to foster discipline autonomy and teach domain-specific technical matter despite diminishing boundaries among the engineering disciplines. Little-to-no coursework aims to help students understand the holistic implications of design decisions and inherent limitations of discipline views over the lifecycle of systems. Promoting the learning of meta-competencies rather than competency development is suggested to better prepare engineering students for the ill-structured problems they will likely face after graduation. Researchers have raised the question of whether the objective of education is one of imparting highly specialized domain knowledge or rather learning and making connections across domains.  This helps to prepare students to learn new skills as needs emerge, hence the emergence of the notion of ‘robust knowledge’. The adaptation of the underlying Knowledge Learning & Instruction Framework yields a novel approach to integrating systems thinking skills in engineering courses, despite conflicting schools of thought of how and when integration should occur. 

This work in progress paper describes a systems thinking skills intervention developed for an online, Project Management course for 3rd and 4th year engineering students. The application of a vertical, course thread fosters “deep, connected and coherent” exposure to systems thinking skills.  The Conceptual Systems Thinking Integration approach introduced herein not only outlines instructional events, learning events, knowledge features and assessment events that will be applied to facilitate robust learning of systems thinking skills, but also provides a literature-based discussion of the growing importance of developing an orientation towards systems thinking skills for all engineers. 

AU  - Federica Robinson-Bryant
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Developing a Systems Thinking Integration Approach for Robust Learning in Undergraduate Engineering Courses 
UR  - https://peer.asee.org/30294
DO  - 10.18260/1-2--30294
ER  -