Engineering Education and the Development of Expertise

Abstract

Contributors Michael Alley, The Pennsylvania State University; Cindy Atman, University of Washington; David DiBiasio, Worcester Polytechnic Institute; Cindy Finelli, University of Michigan; Heidi Diefes‐Dux, Purdue University; Anette Kolmos, Aalborg University; Donna Riley, Smith College; Sheri Sheppard, Stanford University; Maryellen Weimer, The Pennsylvania State University; Ken Yasuhara, University of Washington Background Although engineering education has evolved in ways that improve the readiness of graduates to meet the challenges of the twenty‐first century, national and international organizations continue to call for change. Future changes in engineering education should be guided by research on expertise and the learning processes that support its development. Purpose The goals of this paper are: to relate key findings from studies of the development of expertise to engineering education, to summarize instructional practices that are consistent with these findings, to provide examples of learning experiences that are consistent with these instructional practices, and finally, to identify challenges to implementing such learning experiences in engineering programs. Scope/Method The research synthesized for this article includes that on the development of expertise, students' approaches to learning, students' responses to instructional practices, and the role of motivation in learning. In addition, literature on the dominant teaching and learning practices in engineering education is used to frame some of the challenges to implementing alternative approaches to learning. Conclusion Current understanding of expertise, and the learning processes that develop it, indicates that engineering education should encompass a set of learning experiences that allow students to construct deep conceptual knowledge, to develop the ability to apply key technical and professional skills fluently, and to engage in a number of authentic engineering projects. Engineering curricula and teaching methods are often not well aligned with these goals. Curriculum‐level instructional design processes should be used to design and implement changes that will improve alignment.

Changing professional demands in sustainable regional development: a curriculum design process to meet transboundary competence

“…Expert decision makers have been found to use strategies such as reliance on group feedback, willingness to make adjustments to overcome effects of cognitive limitations (Shanteau, 1988). In their synthesis of the development of expertise in engineering education, Litzinger et al (2011) indicate that the curricula are often not designed to allow learners to prepare for these professional competencies, both knowledge and skills, needed to address the complex problems and preparing students to become experts.…”

“…We conclude section 5 with some points of discussion and main obstacles on incorporating professional demands in university curricula. 3 Requirements of the design process According to Litzinger et al (2011), curriculum-level instructional design processes should be used to implement the development of professional expertise, thus meeting the professional demands in those domains, where expertise is essential. In this study, a design process was developed which allows to optimally fit into university curricula, the changing professional demands of the sustainable development domain.…”

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“…The inclusion of PBL in engineering curricula is considered one of the most efficient ways to enhance student learning, and it has been recognized as an effective way to prepare students for professional careers (Helle et al, 2006;Jollands et al, 2012;Litzinger et al, 2011;Prince & Felder, 2006). According to Lu (2007), students who participate in activities focused on PBL are more participative and proactive, communicate better, know how to work in groups, and stand out as top professionals, since they are able to better apply the acquired knowledge to solve a professional problem.…”

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“…It is supposed that implementation of a relevant learning strategy can be an effective tool for professional development of graduates and experienced engineers. Litzinger, Lattuca, Hadgraft, and Newstetter (2011) highlighted features of expertise in engineering:…”