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Quantifying Differences Between Professional Expert Engineers and Engineering Students Designing: Empirical Foundations for Improved Engineering Education

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Studies in Engineering Design

Tagged Division

Design in Engineering Education

Page Count

15

DOI

10.18260/1-2--30911

Permanent URL

https://strategy.asee.org/30911

Download Count

82

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Paper Authors

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Kurt Henry Becker Utah State University

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Kurt Becker is the current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on National Science Foundation (NSF) funded projects exploring engineering design thinking. His areas of research include engineering design thinking, adult learning cognition, engineering education professional development and technical training. He has extensive international experience working on technical training and engineering educaton projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Armenia, Bangladesh, Bulgaria, China, Macedonia, Poland, Romania, and Thailand. In addition, he teaches undergraduate and graduate courses for the Department of Engineering Education at Utah State University.

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John S. Gero University of North Carolina, Charlotte

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John Gero is Research Professor in Computer Science and Architecture at UNCC, Research Professor in Krasnow Institute for Advanced Study, and Research Professor in Computational Social Science at George Mason University. He was formerly Professor of Design Science, University of Sydney. He has edited/authored over 50 books and published over 650 research papers. He has been a professor of mechanical engineering, civil engineering, architecture, cognitive science, and computer science at MIT, UC-Berkeley, UCLA, Columbia and CMU in the USA, at Strathclyde and Loughborough in the UK, at INSA-Lyon and Provence in France and at EPFL in Switzerland.

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Morteza Pourmohamadi Tabriz Islamic Art University

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Morteza Pourmohamadi is an Assistant Professor in Industrial Design at Tabriz Islamic Art University. His research is mainly focused on cognitive studies of design and creativity.

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Sarah Abdellahi University of North Carolina, Charlotte

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Lilian Maria de Souza Almeida M.Sc. Utah State University

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Yuzhen Luo Utah State University

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Ph.D. student in Engineering Education at Utah State University.

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Abstract

Quantifying Differences Between Professional Expert Engineers and Engineering Students Designing: Empirical Foundations for Improved Engineering Education

This paper presents the results of a National Science Foundation funded project that measures and compares the design thinking of teams of engineering students and teams of expert engineers through a study of their cognitive processes while designing. Using protocol analysis, statistically significant evidence from a controlled study of cohorts of teams of freshmen, seniors and professionals formed the source data, which were then coded using the FBS ontology. Statistical modeling was used to quantitatively measure and compare their respective cognition while designing. Comparisons of freshmen and seniors’ data determine the effect of educational intervention. And comparisons of seniors’ and professionals’ data reveal learning trajectories across formal education and practice. The results of these comparisons identify gaps in design cognition between these cohorts, which will serve as the basis to help education leaders make informed decisions to improve engineering education.

Becker, K. H., & Gero, J. S., & Pourmohamadi, M., & Abdellahi, S., & de Souza Almeida, L. M., & Luo, Y. (2018, June), Quantifying Differences Between Professional Expert Engineers and Engineering Students Designing: Empirical Foundations for Improved Engineering Education Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30911

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