Shifting conceptions of engineering design: Longitudinal and cross-sectional studies of undergraduate engineering majors

Ken Yasuhara, Helen L. Chen, Micah Lande, Ryan C. Campbell, Cynthia J. Atman, Sheri D. Sheppard

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    Design is widely recognized as a central topic in engineering education, but we are only beginning to understand student conceptions of engineering design. Based on two survey data sets from the Center for the Advancement for Engineering Education's Academic Pathways Study (APS), we provide a quantitative characterization of how student conceptions of engineering design change during the course of four years of undergraduate study, as well as a gender comparison of first-year conceptions of engineering design. As a secondary contribution, we discuss the two APS data sets as a case study in the methodological trade-offs between longitudinal and cross-sectional research designs. We found remarkable alignment between the two data sets, in spite of differences in data collection-one collected longitudinally and the other, cross-sectionally. The paper closes by discussing next analysis steps, as well as potential implications of our findings on how we educate undergraduate engineers.

    Original languageEnglish (US)
    Title of host publicationResearch in Engineering Education Symposium 2011, REES 2011
    Pages763-771
    Number of pages9
    StatePublished - Dec 1 2011
    Event2011 Research in Engineering Education Symposium, REES 2011 - Madrid, Spain
    Duration: Oct 4 2011Oct 7 2011

    Publication series

    NameResearch in Engineering Education Symposium 2011, REES 2011

    Other

    Other2011 Research in Engineering Education Symposium, REES 2011
    CountrySpain
    CityMadrid
    Period10/4/1110/7/11

    ASJC Scopus subject areas

    • Computer Science (miscellaneous)
    • Education

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