scholarly journals The Impact of an Intensive Design Experience on Self-Efficacy, Valuation of Engineering Design, and Engineering Identity in Undergraduate Engineering Students

2020 ◽  
Author(s):  
Uzoma Monye ◽  
Tobin Walton ◽  
Stephen Knisley
Keyword(s):  
Engineering Design ◽  
Self Efficacy ◽  
Engineering Students ◽  
Undergraduate Engineering ◽  
The Impact ◽  
Design Experience ◽  
Engineering Identity

scholarly journals The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Christine Winberg ◽  
Simon L. Winberg
Keyword(s):  
Identity Formation ◽  
Systematic Reviews ◽  
Critical Review ◽  
Engineering Students ◽  
Empirical Studies ◽  
Theory And Practice ◽  
Review Of The Literature ◽  
Undergraduate Engineering ◽  
The Impact ◽  
Engineering Identity

Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature.Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields.Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework.Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies.Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.

How Engineering Design Students’ Creative Preferences and Cognitive Styles Impact Their Concept Generation and Screening

2018 ◽  
Author(s):  
Katie Heininger ◽  
Hong-En Chen ◽  
Kathryn Jablokow ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Students ◽  
Idea Generation ◽  
Risk Tolerance ◽  
Concept Generation ◽  
Undergraduate Engineering ◽  
Engineering Design Process ◽  
Individual Traits ◽  
The Impact

The flow of creative ideas throughout the engineering design process is essential for innovation. However, few studies have examined how individual traits affect problem-solving behaviors in an engineering design setting. Understanding these behaviors will enable us to guide individuals during the idea generation and concept screening phases of the engineering design process and help support the flow of creative ideas through this process. As a first step towards understanding these behaviors, we conducted an exploratory study with 19 undergraduate engineering students to examine the impact of individual traits, using the Preferences for Creativity Scale (PCS) and Kirton’s Adaption-Innovation inventory (KAI), on the creativity of the ideas generated and selected for an engineering design task. The ideas were rated for their creativity, quality, and originality using Amabile’s consensual assessment technique. Our results show that the PCS was able to predict students’ propensity for creative concept screening, accounting for 74% of the variation in the model. Specifically, team centrality and influence and risk tolerance significantly contributed to the model. However, PCS was unable to predict idea generation abilities. On the other hand, cognitive style, as measured by KAI, predicted the generation of creative and original ideas, as well as one’s propensity for quality concept screening, although the effect sizes were small. Our results provide insights into individual factors impacting undergraduate engineering students’ idea generation and selection.

A Cross-Sectional and Longitudinal Examination of the Development of Innovation Capability in Undergraduate Engineering Students

2015 ◽  
Author(s):  
Trina C. Kershaw ◽  
Rebecca L. Peterson ◽  
Molly A. McCarthy ◽  
Adam P. Young ◽  
Carolyn Conner Seepersad ◽  
...  
Keyword(s):  
Academic Performance ◽  
Engineering Design ◽  
Self Efficacy ◽  
Engineering Students ◽  
Concept Generation ◽  
Senior Year ◽  
Cross Sectional ◽  
Capstone Course ◽  
Undergraduate Engineering ◽  
The Difference

Multiple research studies have examined the role of the undergraduate engineering curriculum on students’ innovation capabilities. The majority of these studies have used cross-sectional samples to compare students at the beginning and end of their college careers, and most results have shown that seniors outperform freshmen. In the following paper, we use a combination of cross-sectional and longitudinal comparisons to uncover when innovation capabilities grow. Over a two-year period, undergraduate engineering majors at different points in their college careers completed concept generation tasks. Their resulting concepts were scored for originality. While no difference was found from freshman to senior year using a cross-sectional comparison, a significant increase in originality was found between separate senior groups at the beginning and end of a capstone course. The difference between the senior groups occurred despite no difference between these students in academic performance or engineering design self-efficacy. In addition, a significant increase in originality was found from junior to senior year using a longitudinal analysis. This increase in originality occurred without corresponding changes in academic performance or engineering design self-efficacy. These results are discussed in relation to prior research regarding the interplay between curricular and individual difference factors in the development of students’ innovation capabilities.

scholarly journals Technopreneurial Intentions: The Effect of Innate Innovativeness and Academic Self-Efficacy

2021 ◽  
Vol 14 (1) ◽  
pp. 238
Author(s):  
Sa’Ed M. Salhieh ◽  
Yousef Al-Abdallat
Keyword(s):  
Indirect Effect ◽  
Self Efficacy ◽  
Structural Equation ◽  
Engineering Students ◽  
New Technology ◽  
Equation Modeling ◽  
Undergraduate Engineering ◽  
Academic Self Efficacy ◽  
Self Administered Questionnaire ◽  
Positive Effect

Several factors can affect students’ intention to start a new technology-based venture (technopreneurial intentions). Understanding these factors is important when developing technical educational programs. This study investigates the effect of innate innovativeness and academic self-efficacy on technopreneurial self-efficacy and the forming of technopreneurial intentions. It does this by developing a conceptual model that relates technopreneurial intentions, technopreneurial self-efficacy, academic self-efficacy, and innate innovativeness. The data was collected from 378 undergraduate engineering students enrolled in a Jordanian university with a self-administered questionnaire survey. The results of the structural equation modeling (SEM) using AMOS showed that technopreneurial self-efficacy had a positive and significant impact on technopreneurial intentions. Academic self-efficacy had both a direct and indirect positive effect on technopreneurial intention. The indirect effect occurred through increased technopreneurial self-efficacy. Innate innovativeness had a direct effect on technopreneurial intentions, but it did not have a significant indirect effect through technopreneurship self-efficacy as was initially hypothesized. The findings suggest that those who show interest in starting a new technology-based venture have a strong belief in their abilities to perform the technological and entrepreneurial tasks needed, are confident about their ability to acquire the academic technical skills required, and have the inner motivation to seek what is technologically new and different.

Collaborative Information Behaviour of Engineering Students

2013 ◽  
Author(s):  
Nasser Saleh ◽  
Andrew Large
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Information Science ◽  
Information Behaviour ◽  
Undergraduate Engineering

Collaborative information behaviour is an emerging area in information science that studies when two or more actors identify, seek, search, and use information to accomplish a task. This paper reports on a recent research investigating the collaborative information behaviour of undergraduate engineering students in the context of engineering design group projects.Le comportement informationnel collaboratif est un sujet émergent en sciences de l’information qui s’intéresse aux moments où deux acteurs ou plus cherchent, repèrent, sélectionnent et utilisent l’information pour accomplir une tâche. Cette communication présente une étude récente sur le comportement informationnel informatif des étudiants en génie dans le contexte de projets de groupe en conception technique.

Initiating Development of a Concept Inventory for Engineering Design

2013 ◽  
Author(s):  
Jeffrey R. Mountain
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Design Concept ◽  
Concept Inventory ◽  
Design Problems ◽  
Undergraduate Engineering ◽  
Education Community ◽  
Literary Sources ◽  
Fundamental Understanding

It has been stated that the topic of design is not conducive to assessment by concept inventory. While design problems are more ambiguous than problems in analytical subjects, such as physics, statics, or thermodynamics; the broader design education community of scholars might agree on a set of concepts that are essential to the fundamental understanding of design. Following a review of textbooks, industry interviews, and other literary sources, this paper will propose a set of commonly accepted overarching concepts that might form a nucleus of an engineering design concept inventory. This is intended primarily to initiate a dialog among the design engineering education community about the future development of a design concept inventory and it’s applicability in assessing the design content knowledge of undergraduate engineering students prior to entering the profession as graduate engineers.

The Assessment of Product Archaeology as a Platform for Contextualizing Engineering Design

2013 ◽  
Author(s):  
Kemper Lewis ◽  
Deborah Moore-Russo ◽  
Phil Cormier ◽  
Andrew Olewnik ◽  
Gül Kremer ◽  
...  
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
National Network ◽  
Societal Context ◽  
Novel Approaches ◽  
Knowledge And Practice ◽  
Pedagogical Innovations ◽  
Global World ◽  
The Impact

Many engineering departments struggle to meet “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context” (Outcome h) that is required for ABET. As a result, engineering students receive meaningful contextual experiences in piecemeal fashion and graduate with a lack of concrete competencies that bridge knowledge and practice in the global world in which they will live and work. By considering products as designed artifacts with a history rooted in their development, our product archaeology framework combines concepts from archaeology with advances in cyber-enhanced product dissection to implement pedagogical innovations that address the significant educational gap. In this paper, we focus on assessing elements of a sustainable and scalable foundation that can support novel approaches aimed at educating engineering students to understand the global, economic, environmental, and societal context and impact of engineering solutions. This foundation is being developed across a network of partner institutions. We present recent results from freshman, sophomore, and senior courses at two of the partners in the national network of institutions.

The Impact of Team-Based Product Dissection on Design Novelty

2014 ◽  
Vol 136 (4) ◽  
Author(s):  
Christine A. Toh ◽  
Scarlett R. Miller ◽  
Gül E. Okudan Kremer
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Design Method ◽  
Idea Generation ◽  
Team Members ◽  
Design Concepts ◽  
Engineering Design Education ◽  
Current Design ◽  
The Impact

Although design novelty is a critical area of research in engineering design, most research in this space has focused on understanding and developing formal idea generation methods instead of focusing on the impact of current design practices. This is problematic because formal techniques are often not adopted in industry due to the burdensome steps often included in these methods, which limit the practicality and adoption of these methods. This study seeks to understand the impact of product dissection, a design method widely utilized in academia and industry, on design novelty in order to produce recommendations for the use or alterations of this method for supporting novelty in design. To investigate the impact of dissection, a study was conducted with 76 engineering students who completed a team-based dissection of an electric toothbrush and then individually generated ideas. The relationships between involvement in the dissection activity, the product dissected, the novelty and quantity of the ideas developed were investigated. The results reveal that team members who were more involved in the dissection activity generated concepts that were more novel than those who did not. In addition, the type of the dissected product also had an influence on design novelty. Finally, a positive correlation between the number of ideas generated and the novelty of the design concepts was identified. The results from this study are used to provide recommendations for leveraging product dissection for enhancing novelty in engineering design education and practice.

scholarly journals Design Practica as Authentic Assessments in First-year Engineering Design Courses

2018 ◽  
Author(s):  
Christopher McComb ◽  
Catherine Berdanier ◽  
Jessica Menold
Keyword(s):  
Engineering Design ◽  
Self Efficacy ◽  
Engineering Students ◽  
Skill Level ◽  
First Year ◽  
First Year Students ◽  
Entry Level ◽  
Learning Attitudes ◽  
Perceived Change ◽  
Common Learning

This paper describes the design and evaluation of a novel assessment for first-year engineering design courses that is rooted in an authentic design challenge. This approach modifies the traditional written-exam approach typically found in engineering courses, which is inherently inauthentic and cannot easily capture the exploratory nature of engineering design. Our assessment improves alignment with common learning objectives found in first-year engineering design courses and additionally prepares students for the type of case study interviews that are increasingly common for entry-level engineering jobs. To evaluate our assessment, 50 first-year students completed the engineering design self-efficacy instrument once before beginning the assessment and a second time approximately 48 hours later upon completion of a reflection assignment. In addition, students retrospectively reported their perceived change in self-efficacy during the assessment. Analysis shows that students perceived a large retrospective increase in skill level, despite only a small increase in directly measured self-efficacy. These results are analyzed in light of the Dunning-Kruger effect and we posit that the assessment helps to align students’ self-efficacy with their actual skill level. Increased alignment of self-efficacy with skill level may minimize student frustration when encountering challenging tasks in the future, potentially increasing retention of engineering students as well as facilitating the development of lifelong learning attitudes.

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