How Do First-Year Engineering Students Experience Ambiguity in Engineering Design Problems: The Development of a Self-Report Instrument

摘要

Design is widely recognized as a keystone of engineering practice. Within the context of engineering education, design has been categorized as a type of ill-structured problem solving that is crucial for engineering students to engage with. Improving undergraduate engineering education requires a better understanding of the ways in which students experience ill-structured problems in the form of engineering design. With special attention to the experiences of first-year engineering students, prior exploratory work identified two critical thresholds that distinguished students' ways of experiencing design as less or more comprehensive: accepting ambiguity and recognizing the value of multiple perspectives. The goal of current (work-in-progress) research is to develop and pilot a self-report instrument to assess students' relation to these two thresholds at the completion of an ill-structured design project within the context of undergraduate engineering education. The specific research questions addressed in this study are 1) if the-piloted self-report instrument can be used to identify discrete constructs, and 2) how these constructs align with prior qualitative research findings.