Presented By: Engineering Education Research
Understanding the Productive Beginnings of Engineering Judgement
Aaron Johnson / University of Michigan
In 200- and 300-level engineering science courses, students are traditionally asked to use mathematical models to solve well-defined textbook homework problems. While these problems are important for practicing mathematical problem-solving, they lack the complexity of ill-defined, sociotechnical engineering projects in the real world. In my current research I seek to bridge this gap between the engineering classroom and engineering workplace by understanding how students engage in the productive beginnings of professional practices and how instructors can support these productive beginnings. This seminar will focus on one particular practice, engineering judgment, which is the use of mathematical models in design and analysis. I will begin by discussing my background and own personal motivation for this interpretivist research. I will then present my work in progress on the development of a new theoretical framework of the productive beginnings of engineering judgment. This research has been conducted symbiotically with a new innovative type of assignment in which students model a real-world system by making and justifying their own assumptions. I will conclude by outlining my future work on students’ development of macroethical reasoning and formative assessment strategies instructors can use to engage students in the productive beginnings of professional practices.
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