First year engineering students problem solving in different scenarios

CONTEXT Engineers solve problems as an integral part of their work environment. Solving problems (e.g. defining problems, analysing problems, interpreting information, transferring concepts), has been determined as a significant generic engineering competencies that engineers graduating in Australia require. To do so successfully, they must consider a range of choices taking into account all appropriate factors before reaching a final decision. First year engineering students bring with them a dearth of engineering experience to their studies and make decisions based on limited knowledge and approaches to problem solution. This paper investigates the experience of utilising alternative scenarios using ‘new’ thinking approaches on the development of different methods to solving a materials selection problem of engineering components. Student thinking is often limited in scale to one “size” and when exposed to “unlimited” inputs, outcomes may be significantly different. PURPOSE This research aims to answer the question “how does a change in approaches to thinking in solving engineering problems influence a first year student’s decision making process.” We are trying to understand how students think when exposed to situations which they would not normally consider (or unusual or out of the ordinary). APPROACH At the end of their first year studies in materials engineering, students were presented with a problem of selecting a material and manufacturing process for an engineering component. They were given a minimalist brief and had to rely on their previous knowledge. Once they arrived at their solution (often a closed format) they were then asked to consider alternative scenarios where the selection process allowed them unlimited resources and time, or extremely limited resources and time. An online survey requiring verbal answers was established to determine students’ approach to their decision making based on their thinking process. The results were analysed according to aggregation of similar verbal responses, to determine changes in thinking as a result of open ended scenarios RESULTS Analysis of results has indicated that first year students’ answers to the open ended questions resulted in vastly different approaches to problem solution. Where resources were unlimited, seemingly “unrealistic” solutions were proposed in terms of time, finances and engineering capabilities; and where very limited resources were proposed, very simple or less complex engineering solutions were proposed. CONCLUSIONS When students are presented with an engineering problem at first they proposed a closed form (standard) solution. However, when allowed to expand their approach, where their resources are either unlimited or extremely limited, either “unusual” or simple proposals are developed. By extending the student thinking to the extremes, they are challenged in their thinking and decision making processes. These results may indicate how students can approach decision making processes later in their engineering career.