Clancy, S., & Daly, S., & Murphy, L., & Seifert, C. (2022, August), Developing an Interview Protocol to Elicit Engineering Students’ Divergent Thinking Experiences  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41922

\bibitem{asee_peer_41922}
  Clancy, S., \& Daly, S., \& Murphy, L., \& Seifert, C. (2022, August), \emph{Developing an Interview Protocol to Elicit Engineering Students’ Divergent Thinking Experiences}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41922

Shannon Clancy, Shanna Daly, Laura Murphy, and Colleen Seifert.  "Developing an Interview Protocol to Elicit Engineering Students’ Divergent Thinking Experiences".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41922 Internet.  06 Aug, 2024

\bibitem{asee_peer_41922}
  Shannon Clancy, Shanna Daly, Laura Murphy, and Colleen Seifert.
  "Developing an Interview Protocol to Elicit Engineering Students’ Divergent Thinking Experiences".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41922 Internet.  06 Aug, 2024

@INPROCEEDINGS{asee_peer_41922
author = "Shannon Clancy, Shanna Daly, Laura Murphy, and Colleen Seifert"
title = "Developing an Interview Protocol to Elicit Engineering Students’ Divergent Thinking Experiences"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41922}
number = {10.18260/1-2--41922}
}

TY  - CPAPER
AB  - As problems become more complex, global, and interdisciplinary, engineers need to develop novel solutions and utilize resources, information, and tools in strategic and creative ways. Divergent thinking describes a process where multiple options, pathways, alternatives, or ideas are developed. For engineering students, divergent thinking can facilitate flexibility and expand opportunities considered when solving problems. To develop divergent thinking skills in engineering, we must understand how it is (and is not) facilitated in current engineering education experiences. Current pedagogy and resources available in engineering education on divergent thinking are limited. Thus, our research focused on exploring educational experiences in which students felt they considered divergent thinking. In this paper, we describe the iterative development of an interview protocol to elicit student experiences related to opportunities for divergent thinking. From the initial round of piloting, we found student awareness of divergent thinking was limited. Our findings highlight the need to structure questions in ways that align with students’ existing understandings of their engineering experiences. Our team made modifications to the protocol to address this, including using accessible terms to describe divergent thinking, asking students to describe one example project they remembered well, and focusing questions within one step of the project selected by the student as most relevant to their exploration of alternatives. This iterative development of the protocol was successful in eliciting divergent thinking experiences across their work.
AU  - Shannon Clancy
AU  - Shanna Daly
AU  - Laura Murphy
AU  - Colleen Seifert
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Developing an Interview Protocol to Elicit Engineering Students’ Divergent Thinking Experiences
UR  - https://peer.asee.org/41922
DO  - 10.18260/1-2--41922
ER  -