Developing engineering design expertise – part 1: framing

Abstract

One aspect engineering degrees is the teaching/development of engineering design. Design shows nuances that make it different from other subjects. This is primarily due to the open-ended nature of design problems. Much current literature implicitly assumes problem-based learning is the approach to be used in design. However, research into the development of expertise indicates that deliberate practice – focusing on the development of each key respective attributes – can be used in any discipline. Further research into engineering design indicates that the key attributes of engineering design are framing, the application of first principles and systemic thinking. This article reports on the attempt to develop a deliberate practice task for the development of framing (converting given problems in to one to be solved) in engineering design students. It was found that focusing on exercises to frame generic problems as engineering problems improved students framing ability and also changed their understanding of framing and design practice. It is concluded that deliberate practice can play a role in engineering design education, but the nature of the role requires further research. Further, the determination of what other engineering design attributes can be developed with deliberate practice is also required.

Keywords:

• Engineering design
• expertise
• deliberate practice

Acknowledgements

The author would like to acknowledge Dr. John Chen of California Polytechnic State University and Scott Daniel of Swinburne University of technology for going over earlier drafts and sharing their thoughts and suggestions.