BackgroundPrior researchers developed an instrument to measure perceived design thinking ability of first‐year students interested in engineering, and they validated the instrument through exploratory factor analysis.Purpose/HypothesisOur study uses the previously developed instrument to evaluate perceived design thinking ability of senior engineering students. We make a cross‐sectional comparison of this measure on a national scale.Design/MethodWe surveyed a national sample of senior engineering students in 2018 and conducted a cross‐sectional comparison with results from a 2012 national sample of first‐year students who were interested in declaring an engineering major. Two‐way analysis of variance tests compared average design thinking scores across sample groups. Confirmatory factor analysis was conducted to improve the design thinking instrument.ResultsFirst‐year students who intended to declare an engineering major score significantly higher (2.80) on the design thinking scale than senior engineering students (2.59) with a medium effect size of 0.4. The senior engineering sample performs significantly worse on the feedback seeking and experimentalism instrument items, but significantly better on the integrative thinking and collaboration items. We found no significant differences in perceived design thinking ability among engineering disciplines among senior students.ConclusionsFeedback seeking and experimentalism are traits that engineering educators should develop in their students to improve perceived design thinking ability. Incorporation of user‐centered design and divergent thinking in the engineering classroom are recommended as avenues to foster feedback seeking and experimentalism. We also offer recommendations to improve the design thinking instrument for future research.

Sustainable construction is fundamentally different than traditional construction because it requires whole systems thinking, early collaboration across stakeholders, and core principles like reducing resource consumption, eliminating toxins, and applying life cycle costing. Construction professionals unfamiliar with this mindset and approach may perceive sustainable construction as risky. One of the global regions in need of more sustainable construction is the Middle Eastern and North African (MENA) region. The MENA region is one of the fastest developing in the world. However, it is the slowest one in implementing sustainable construction practices. Kuwait, in particular, contributes 53% more carbon emissions per capita than the United States. To understand how the Kuwaiti construction industry perceives risks associated with more sustainable construction, a survey was developed with 52 risk elements in which 131 industry professionals responded. The results indicate that industry professionals perceive a lack of public awareness as the risk element with the highest probability of occurrence. The risk element with the highest possible negative impact on future projects is designers' and contractors' inexperience with sustainable construction. Other risks were found to include a high initial cost for materials and overall project costs. Educational interventions, changes in risk allocation, and behavioral science to reframe upfront costs as long-term savings are offered as possible solutions.

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Techniques and processes used for concept generation rely on composing new concepts and analysis given situational context. Composition and analysis require distinct neurocognitive function. For instance, jazz composition relies heavily on the right brain, while math relies on the left. Similar to music and math, is concept generation hemisphere dominant? What differences exist when using varying techniques? Twelve graduate engineering students were given three design tasks and instructed to use brainstorming, morphological analysis and TRIZ. A device called fNIRS measured cognitive activation. The results find left hemisphere dominance. More specifically, the left dorsolateral PFC (dlPFC), which is central to spatial working memory and filtering information. Temporal differences do exist. Morphological analysis and TRIZ reinforced the use of the left dlPFC, while brainstorming increased the use of the right dlPFC and medial PFC (mPFC) late during concept generation. The right dlPFC contributes to divergent thinking and mPFC facilitates memory retrieval. One explanation is designers relaxed rule constraints and more deeply searched for associations during brainstorming.

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This paper presents the results of an experimental study comparing cortical activation in the brain when generating solutions using brainstorming, morphological analysis, and TRIZ. Twelve engineering students were given the same three design tasks, respectively, using the three solution generation techniques. Students generated solutions while change in oxygenated blood along the prefrontal cortex (PFC) was measured using functional near-infrared spectroscopy. The results show that generating solutions using brainstorming, morphological analysis, and TRIZ leads to differences in cortical activation, specifically along the region of the brain associated with spatial working memory, cognitive flexibility, and abstract reasoning, called the left dorsolateral prefrontal cortex (left DLPFC). Brainstorming evokes a high average blood oxygenation level dependent (BOLD) response in the left DLPFC early during the solution generation process but this high response is not sustained. In comparison, morphological analysis and TRIZ evoke multiple high average BOLD responses across the solution generation process. Not only was the high average BOLD response sustained but the density of network coordination among brain regions across the PFC was greater for morphological analysis and TRIZ. Higher density is a proxy for higher cognitive effort. The brain regions most central to coordination also varied. During brainstorming the right hemisphere, in a region associated with memory encoding (right PFC), was most activated. During morphological analysis, the left hemisphere, the left DLPFC was most activated. During TRIZ, both the middle and left hemisphere included regions of high activation. These results indicate neuro-cognitive differences of activation patterns, cognitive effort over time, and brain regions central for coordination when using these three concept generation techniques. Future research can begin to explore neuro-cognitive differences as a result of these techniques over multiple uses and the effects of design education.

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