Development of Adaptive Expertise in Engineering Undergraduates through Contextual Computer Aided Design Modeling Activities

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Öztürk E., Johnson M. D., Yalvac B., Peng X.

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, cilt.39, sa.3, ss.685-702, 2023 (SCI-Expanded)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 39 Sayı: 3
  • Basım Tarihi: 2023
  • Dergi Adı: INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Compendex, EBSCO Education Source, Educational research abstracts (ERA), DIALNET
  • Sayfa Sayıları: ss.685-702
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

To survive and thrive in today’s fast-changing workplace, engineers will need to become adaptive experts. Undergraduate education can play a critical role in improving engineering students’ adaptive skills that are important for their future productivity. This education must integrate practice and mastery of Adaptive Expertise (AE) dimensions in the engineering curriculum. In this study we investigated the role of various factors on the undergraduate engineering students’ manifestation of AE through contextual Computer-Aided Design (CAD) exercises. A total of 390 students from two universities were asked to model either a stylized or familiar component that they brought from home as a contextual exercise. In both cases, we conducted pre and post interviews with the students to capture how they approached their tasks and overcame any challenges. Effects of the contextualized activity on students’ AE characteristics were investigated. In addition, utilizing the Adaptive Expertise Survey (AES), we collected data from over 600 participants spanning students over three years from two institutions as well as industry professionals. We found that the overall manifestation of AE during CAD exercises was significantly correlated with overall total AES scores. Participants’ increased experience and education were shown to be associated with their increased AE captured through both the survey administrations and interview sessions. Contextual CAD modeling exercises had an effect on AE manifestations. Our findings provide insights into the research conducted to enhance CAD instruction. We report that multiple perspectives, goals and beliefs, and metacognitive skills are indicators of developing AE and that educators should consider promoting those skills in CAD education.