What constitutes a quality solution to an authentic task from industry? This study seeks to address this question through the examination of two expert solutions to an authentic engineering task used in the Chemical, Biological and Environmental Engineering curriculum at Oregon State University. The two solutions were generated by two teams of expert engineers with varying backgrounds. The experts solved a process development problem situated in the semiconductor manufacturing industry. Transcripts of audio recordings, design notebooks, and other work products were analyzed to identify common features in the two expert solutions. The study found that both experts placed a large focus on information gathering, modeling before experimentation, and fine tuning of the process. These solution features define a core set of expert competencies and facilitate understanding of high quality solution traits. An additional goal of the study was to identify competencies unique to each expert solution. It was observed that the expert teams used different proportions of first principles modeling and statistical experimental design to solve the problem. This proportion was dependent on the problem solver’s background and therefore should be expected to vary among student solutions. Implications of the work regarding instruction and assessment in engineering education are discussed. / Graduation date: 2012

The desire to produce a learning environment which promotes student motivation, collaboration, and higher order thinking is common within the higher education system of today. Such learning environments also have the ability to address challenges’ Mechanical Engineering Technology (MET) students face entering the workforce. Through the vertical and horizontal integration of courses, this research presents how a scaffolded learning environment with a centralized theme of energy can increase motivation and conceptual retention within students. The integration of courses allows students to systematically translate their competency of concepts between energy based courses through experiential learning. The goal of this work is to develop a competency based learning model where students earn a professionally recognizable credential. The credential is earned through demonstrating their mastery of industry desired skills at a level that goes above and beyond the stock curriculum. The result is a more continuous curriculum that enhances multi-disciplinary problem solving while better preparing MET students for the workforce.