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Work in Progress: Intuiting Intuition Through First-year Interviews

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Cognitive Skills Development

Tagged Division

Educational Research and Methods

Page Count

8

DOI

10.18260/1-2--35660

Permanent URL

https://peer.asee.org/35660

Download Count

124

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Paper Authors

biography

Bria M. Booth Embry-Riddle Aeronautical University

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Bria Booth is an Junior undergraduate Aerospace and Systems Engineering student at Embry-Riddle Aeronautical University, Prescott Campus. She is the current Editor-in-Chief of the campus's newspaper, Horizons. She has been the Chapter Life Vice President and Member Developement Vice President of her Sorority and the Events team lead for Embry-Riddle Prescott Campus's Women Ambassadors Program. While away from school, Bria has worked and volunteered as a Stage Manager, Director, and Creative team member for her local childrens theater. Her passion for STEAM is shown in her interest in soft skill-developement in engineering students.

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biography

Elif Miskioğlu Bucknell University

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Dr. Elif Miskioğlu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of screening pesticides for specifically targeting the malaria vector mosquito, Anopheles gambiae. As a result, her diverse background also includes experience in infectious disease and epidemiology, providing crucial exposure to the broader context of engineering problems and their subsequent solutions. These diverse experiences and a growing passion for improving engineering education prompted Dr. Miskioğlu to change her career path and become a scholar of engineering education. As an educator, she is committed to challenging her students to uncover new perspectives and dig deeper into the context of the societal problems engineering is intended to solve. As a scholar, she seeks to not only contribute original theoretical research to the field, but work to bridge the theory-to-practice gap in engineering education by serving as an ambassador for empirically driven, and often novel, educational practices.

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Kaela M. Martin Embry-Riddle Aeronautical University

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Kaela Martin is an Associate Professor of Aerospace Engineering at Embry-Riddle Aeronautical University, Prescott Campus. She graduated from Purdue University with a PhD in Aeronautical and Astronautical Engineering and is interested in increasing classroom engagement and student learning.

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Abstract

This work-in-progress paper discusses themes that have appeared during interviews of first-year engineering student on their perceptions of engineering intuition. Developing a student’s intuition is an important aspect in engineering education, but how can we say we are developing intuition without first defining what intuition is? As part of a larger project on engineering intuition, this paper will focus on how first-year engineers perceive the construct of intuition.

By interviewing first-year engineering students, we gain an understanding of their perspectives on intuition. With less than a year of experience in engineering, these students currently lack the experience and knowledge required to develop robust intuition, but they have interesting insights into what they, as novice engineers, consider intuition and how it is developed. In the future, we will compare the results of these interviews with similar interviews with practicing engineering experts to see what constructs span across novice and expert thoughts on intuition.

Booth, B. M., & Miskioğlu, E., & Martin, K. M. (2020, June), Work in Progress: Intuiting Intuition Through First-year Interviews Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35660

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