Richard Paul’s model for critical thinking is adapted to the challenge of engineering education. The model is briefly described and exemplified by questions asked by engineers in practice. The paper concludes with exercises suitable for the undergraduate and graduate engineering program.
2nd International CDIO Conference, Linköping University, Linköping, Sweden, 13 – 14 June 2006
Conceive
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Design
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
Implement
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Operate
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.
