Engineering judgement in undergraduate structural design education: Enhancing learning with failure case studies

Edmondson, Vikki and Sheratt, Fred (2022) Engineering judgement in undergraduate structural design education: Enhancing learning with failure case studies. European Journal of Engineering Education. pp. 1-14. ISSN 0304-3797 (In Press)

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Official URL: https://doi.org/10.1080/03043797.2022.2036704

Abstract

Universities face the challenge of developing undergraduate structural engineering students' design judgement. This study evaluates whether introducing ‘learning from failure', centralised around ‘real-world' case studies, serves to facilitate the development of engineering judgement in structural design. The study identifies the use of three characteristics of engineering judgement: diagnostic, inductive, and interpretive in the work of the first-year undergraduate structural design students. Thematic analysis, combined with a constant comparison method and the rigour of inter-researcher reliability, was used to develop coding and mapping to evaluate students' work. The majority of students correctly applied diagnostic engineering judgement to the definition of a problem for a failure case study; and displayed the inductive aspect of judgement. Students' interpretive understanding embraced multi-faceted considerations, with engineering practice, complexity in causality, and learning from history being dominant. Introducing case studies deepened students’ enquiry, stimulating the development of a more nuanced understanding of structural engineering judgement.

Item Type: Article
Uncontrolled Keywords: Engineering Judgement, Learning from Failure, Undergraduate Civil Engineering, Case Study, Structural Design Practice, Engineering Profession
Subjects: H100 General Engineering
H200 Civil Engineering
H300 Mechanical Engineering
Department: Faculties > Engineering and Environment > Mechanical and Construction Engineering
Depositing User: Rachel Branson
Date Deposited: 28 Jan 2022 14:01
Last Modified: 04 Mar 2022 16:45
URI: http://nrl.northumbria.ac.uk/id/eprint/48282

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