Engineering students encounter many threshold concepts as they learn the design process. These troublesome yet transformative concepts can hinder learners as they transition from novice to informed designers. A parallel and dueling effect can occur as engineering design educators learn to surmount their own threshold concepts in their journey toward proficient and expert teaching. Until educators develop Design Pedagogical Content Knowledge (DPCK), their students may continue to struggle as they work to overcome the troublesome elements of design. This paper proposes a framework to support the professional learning of engineering educators as they develop D-PCK. Acquiring this competency helps facilitate a shift from dueling to ’dualing’ threshold concepts where educators who make the effort to overcome their own teaching-related threshold concepts become better equipped to support learners as they become better informed designers.
Pages:
956-965
Affiliations:
University of Calgary, Canada
Keywords:
Engineering education
threshold concepts
design education
Educational development
evidence-informed teaching
CDIO Standard 10
Year:
2022
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on October 18, 2022 - 04:45 Maria Siiskonen
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