June 18, 2006
June 18, 2006
June 21, 2006
Educational Research and Methods
11.1343.1 - 11.1343.9
Tolerance for Ambiguity: An Investigation on Its Effect on Student Design Performance
Design is a common activity for most disciplines in engineering. Therefore, introductory engineering courses are developed to include design activities as the main driver for the curriculum. Despite this fact, however, it can not be concluded that the implementation of design teaching is done in a way conducive to student learning. While there could be several reasons for this, this paper specifically investigates the effect of tolerance for ambiguity on student design performance. An analysis of the data collected for this investigation reveals the beneficial effects of higher tolerance for ambiguity on increased efficacy, satisfaction, and conflict resolution in the context of an open-ended, team-based, industry-sponsored engineering design project. Keywords: Design teams, tolerance for ambiguity, efficacy, design performance.
Because “engineering programs must demonstrate that their graduates have: …an ability to design a system, component, or process to meet desired needs,” and “an ability to function in multi-disciplinary teams….”1, design is integrated to the engineering curricula through the use of design teams. In many cases, this integration also uses industry-sponsored design projects. Most of the industry-sponsored design project applications are at the capstone design level, and many examples of these are documented in the literature 2-9. Capstone design courses are used to ease the transition from the education environment to industry by providing design problems originating from industry, and a setting for graduating engineers to work in design teams. Industry-sponsored projects not only provide a link between practicing engineers and graduating students, but also give students a deeper understanding for how they will use their discipline specific knowledge and skills in industry. Thus, although a few concerns are raised 11-12, there is overwhelming evidence for the success of capstone design courses that employ industry- sponsored design projects 2-10.
Among the benefits of industry sponsored design projects the following four items are frequently mentioned: (1) because of their inherent layers of complexity students confront issues that stretch them beyond textbooks, (2) because these projects are done for a company that cares about the outcome students feel more motivated, (3) their scope generally, demands teamwork and therefore, students learn project management, and (4) these projects give students exposure to industry cultures and practices. Accordingly, the use of industry-sponsored projects throughout the curriculum is advocated, and they are increasingly being used at the freshmen level 13-17.
At the first-year level, industry-sponsored projects can create a better understanding for what engineers do while instilling basic engineering and design principles. Despite the potential benefits outlined above, however, the outcomes of these projects can be mixed in multiple ways.
Mohammed, S., & Okudan, G., & Ogot, M. (2006, June), Tolerance For Ambiguity: An Investigation On Its Effect On Student Design Performance Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--909
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: © 2006 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