University Engineering Thesis: Critical Thinking Review

This assignment analyzes an engineering thesis by addressing several key questions related to critical thinking (CT) in engineering education. The student's work examines the importance of CT for solving engineering problems, the methodologies used in literature reviews, and the limitations of CT interventions. The assignment also explores how CT can be more effectively integrated into university curricula and what engineering employers expect from graduates in terms of CT skills. The analysis compares the findings of Ahern et al. (2019) with those of Lake and Holt (2019), discussing their approaches to CT skills and dispositions. The assignment concludes by assessing which paper provides a more comprehensive overview of the field of CT in engineering education, considering the scope and depth of their respective research methodologies and findings. The assignment highlights the crucial role of CT in preparing engineering students for professional practice, emphasizing the need for well-developed CT skills and dispositions.

Engineering Thesis 1
ENGINEERING THESIS
Name of student
Institution
Date

Engineering Thesis 2
PART 2
Q1 (0.33 marks)
what do students/engineers need to develop solutions to engineering
problems?
To develop solutions to the engineering problems, Engineers requires structured and
sophisticated process, which involves critical thinking and evaluation of the available data.
Q2 (0.33 marks) What is the methodology this paper uses to conduct the literature review?
This paper adopts a qualitative research methodology, which reviews already existing journal,
i.e. two journal articles within the engineering database and concentrate on the teaching
strategies (Ahern et al., 2019).
Q3 (0.33 marks) What is a limitation of CT interventions and strategies given by this
article?
The limitation of the CT interventions and strategies is that they are often subjected to inferences
as well as qualitative presentation, thus their success in promoting the students critical thinking is
not appreciated.
Q4 (0.33 marks) What needs to be done to more fully ensure CT is clearly embedded in
university curricula?
To sufficiently integrate the CT in the university curricular, it requires proper research funding
which enables various methodologies to be developed and tried.
Q5 (0.33 marks) What do engineering employers say about the importance of CT in
engineering graduates?
Engineering employers posits that it is a vital graduate attribute in order to fit fully in the
engineering space.

Engineering Thesis 3
Q6: (0.33 marks) How does the paper discuss the difference between CT in terms of CT
skills and CT dispositions? Provide at least 2 examples of each type.
In terms of CT skills, the literature puts is that they are a set of capacities that needs to be
monitored in order to gauge the quality of thinking as well as capacity for self-correction. Some
of the instances include; interpretation, evaluation and analysis. CT dispositions on the other
hand are individual predispositions, which are exhibited while making decisions. For instance
openness of mind, curiosity and prudence (Ahern et al., 2019).
Part 3
Q7 Does Lake and Holts’ case study chapter, and SCU’s approach agree, with Ahern et
al.’s findings?
In the qualitative research considered by Lake and Holt, the findings seems to tally with the
Alhem et al findings. Lake and Holt provides a qualitative research, which is based on
competency development model, alongside the implementation strategies. The research has been
evaluated drawing from a number of theories in regards to the skills required for students while
undertaking an engineering course. The various elements considered include self-assessment,
participation in authentic projects, scaffolding, critical thinking as well as reflective practice. The
implication is that the engineering students will be ready for the professional world, once they
are put of skill, and equipped with vast skills. Ahems et al as well, identifies the need to
incorporate well developed critical thinking skills in the university curricular so as to prepare the
graduates for the task (Lake and Holt, 2019).
Lake and Holt also provides the various metrics of success which includes the interplay and
integration between the assessment design, standards and feedback, as well as lifelong learning.

Engineering Thesis 4
Q8 Do Lake and Holt make a difference between skills and dispositions? What does this
mean to their theoretical approach?
The writers, Lake and Holt does not differentiate between the skills and dispositions. This simply
implies that their theoretical research is one sided as it does not provide a broad view on the
critical thinking in engineering.
Q9 Which paper provides a better overview of the field of CT in engineering education?
Why?
The paper, which offers a more feasible overview of the field of CT in engineering education, is
Ahern et al. Comparing the two papers, both are qualitative research with the Ahern et al. based
on review of the various existing peer reviewed articles, while Lake and Holt develops a
competency development model based on a developmental and cyclic approach. However, the
implications of the Lake and Holt work might not go beyond the SCU curricular, and thus it is
more limited. Ahern et al on the other hand offers a wide view approach

Engineering Thesis 5
References
Ahern, A., Dominguez, C., McNally, C., O’Sullivan, J.J. and Pedrosa, D., 2019. A literature
review of critical thinking in engineering education. Studies in Higher Education, 44(5), pp.816-
828.
Lake, N. and Holt, J., 2019. Designing Quality Engineering Curricula to Produce Industry Ready
Graduates: A Whole of Course Approach. In Ensuring Quality in Professional Education
Volume II (pp. 161-182). Palgrave Macmillan, Cham.