Collaborative Research: Using Innovations In Cognitive Science To Monitor The Development Of Design Thinking In Engineering Students - A Longitudinal Study

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。该工程教育研究奖授予乔治梅森大学，将研究工程设计思维在本科工程专业学生中的发展，使用认知科学和新的分析方法的创新。 这项研究将在乔治梅森和弗吉尼亚理工大学和州立大学两所工程学院进行三年多。将使用的技术将来自设计理论，认知科学，数学建模和信息理论加上工程教育研究。设计教学与学生学习之间的关系的理解是远远不够的，从这个项目的结果将有助于填补差距。研究结果将在技术会议上发表，并在专业期刊上发表。我们的目标是通过更有效地发展学生的设计才能，更好地为工程实践做好准备。 学生成绩会提高吗？这将提高学生对工程的兴趣，并将增加完成工程学位并准备填补工程工作的学生人数。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)This engineering education research award to George Mason University will study the development of engineering design thinking in undergraduate engineering students using innovations in cognitive science and new methods of analysis. The study will take place over three years at two engineering schools, George Mason and Virginia Polytechnic and State University. The techniques to be used will be drawn from design theory, cognitive science, mathematical modeling and information theory plus engineering education research. The understanding of the relationship between design teaching and student learning is far from complete and the results from this project will help to fill the gap. The results will be presented at technical conferences and published in professional journals. The goal is to better prepare students for the practice of engineering through more effective development of their design talents. The results will increase student?s interest in engineering and will enhance the number of students who complete engineering degrees and are ready to fill engineering jobs.