Graduate Thesis Or Dissertation
 

Development of Authentic Engineering Curriculum through Collaborative Development: Research on Development and Adoption

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/h702qf44n

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  • Background: Studies indicate that problems utilized in traditional undergraduate engineering education do not adequately prepare students for the workforce. Calls to implement authentic, ill-structured problems into upper level engineering experiences may address this issue but adopting authentic engineering problems without considering barriers to adoption of faculty has not been fully addressed. Purpose: The purpose of this paper is to identify authentic engineering curriculum that is adoptable to faculty by iteratively developing problems with practicing engineers and teaching faculty. Methodology: Multiple case studies were developed to describe the problem development. Each case was comprised of one practicing engineer and one teaching faculty member who both participated in creating the problem sets used in the analysis of this study. Thematic analysis was conducted to identify overall patterns in the development process. Results: Four engineering knowledge themes and three adoption themes were identified in this study. Engineering knowledge themes included using simple and conservative design assumptions, considering constructability limitations, using analysis software, and understanding the fundamentals of load path and load combinations. Adoption requires problems to be gradable, include specific problem presentation, and fit within the time constraints of the course. Implications: Findings from this study imply that adopting new authentic engineering knowledge into upper-level engineering courses requires collaboration and iteration between faculty and engineers. Doing so allows problems to be scaffolded according to the needs of the students, while retaining authenticity to engineering experiences.
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