Developing engineering design expertise though reflection

The three key elements of engineering design expertise---framing, systemic thinking and the conscious application of first principles---have been shown to be difficult to acquire by both students and practicing professionals. Because of this, it is of value to investigate how framing, systemic thinking and the application of first principles can be better developed in engineering students which will in turn develop better graduate design engineers. This paper reports on a project to do this in two mechanical engineering design subjects. Students were introduced to one or all of the three key elements of engineering design expertise, encouraged to apply them in a design project and practice questions throughout the semester of study. Finally, students were examined on their framing ability and their ability to apply first principles. It was found that only around 15% to 20% had a developed framing ability. Further, the ability to apply first principles appeared to be bimodal some students could apply them almost completely, some could not apply them at all and only a few could apply them partially. This suggests that skills related to engineering design expertise can only be learned by some students or that the current education system (including earlier schooling) has not developed sufficient related skills in the majority of students. This requires further research.