PDS: Engineering as Problem Definition and Solution

Abstract

All of us who teach engineers share at least one common problem: the continuing dominance of an image of engineering formation that places highest value on mathematical problem solving in the engineering sciences. The image grounds a claim of jurisdiction over technology through design. This essay offers an alternative image of engineering as problem definition and solution (PDS) and takes initial steps toward facilitating its travel. The analysis outlines four contemporary challenges to the engineering claim of jurisdiction: changes in the work of scientists, mass production of engineers for technical support, credentialing by exam alone, and shared jurisdiction through teamwork. It then explains that PDS avoids incorporating the image of “breadth” because it lacks an organized vision. Four sets of PDS practices include early involvement in problem definition, collaboration with those who define problems differently, assessing alternative implications for stakeholders, and leadership through technical mediation. Three sets of strategies for enabling the PDS image to travel include adapting pedagogies in engineering science courses, adapting pedagogies in peripheral courses, and adapting curricula to produce more than one thing. What might engineers be if a PDS image gained acceptance across the terrains of engineering formation? Could integrating PDS practices into your teaching work for you?