Abstract
In this study, the affect of a project-based learning introductory course on the Capacity for Engineering Systems Thinking (CEST) of freshman students is considered. The qualitative paradigm was found to be appropriate for this study because the focus was on learning processes and the development of concepts. Four aspects of engineering systems thinking were evident in the students' responses: conceptualization, requirements, alternatives, and optimum. It is found that the extent of these four aspects is related to the students' ability to design and develop a new product. During this study, it became clear that a quantitative tool for assessing CEST is currently not available, and that such a tool is needed. © 2005 Wiley Periodicals, Inc. Syst Eng 8: 187–195, 2005
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