June 15, 2019
June 15, 2019
June 19, 2019
Design in Engineering Education
This project aims to measure and compare the design thinking of teams of engineering students and teams of expert engineers through a study of their cognitive processes while designing. Tools and processes developed in previously funded NSF projects provide a uniform basis for comparing students and experts that is independent of the educational and experiential background of the participants and provide a robust empirical evidence-based grounding for its conclusions.
Understanding the difference between developing learners and an expert target performance is essential to the identification of appropriate learning experiences to move learners along the trajectory to becoming experts. This project addresses the gap in knowledge and provides statistically significant evidence using a controlled study. Teams of students with different disciplines and diversity profiles and teams of engineering design experts were recruited to protocol studies.
To quantitatively measure their respective cognition while designing, the protocol analysis method; where videos are transcribed, segmented, coded, and analyzed to produce the base data, is utilized. The basis for coding and analysis is a recognized model in design research known as the Function-Behavior-Structure (FBS) Ontology. The coded protocols provide a very rich data source from which the design cognition can be determined and understood. The analytical techniques are drawn from design theory, cognitive science and statistical modeling. Analysis of the data consist of standard statistics, Problem-Solution (P-S) Index, and Correspondence Analysis.
As this project approaches the final phase, a complete set of data will be available to be presented during ASEE 2019. The additional results will be combined with previous findings from preliminary results. This coalescence will paint a holistic and complete picture of the design processes and cognitive behaviors between experts and students. The results will inform leaders in engineering education, developers of instructional materials and curricula, as well as teachers and designers of classroom strategy planning, of initiatives in formal engineering education. As such, a workshop of engineering design educators will be developed to explore educational strategies to bridge the gap between engineering experts and engineering students’ design skills.
Furthermore, comparison of design cognition among students; freshmen and seniors, reveal learning trajectories across engineering curricular. Understanding the gap in design cognition between these two cohorts will be an invaluable insight to help education leaders make informed decisions to improve engineering education earlier in the programs of study.
This work is supported by the National Science Foundation under Grant No. EEC-1463809 and EEC-1463873.
Gero, J. S., & Becker, K. H., & Luo, Y., & de Souza Almeida, L. M., & Abdellahi, S., & Kan, W. T. J. (2019, June), Board 33: Empirical Foundations for Improved Engineering Education: Differences Between Engineering Students and Professional Expert Engineers while Designing Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32325
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015