Special session — Cognitive processes critical for ill-defined problem solving: Linking theory, research, and classroom implications

Research on ill-defined problem solving and design thinking is rich but spread across diverse disciplines. Some of the signature work had been done over previous decades by cognitive scientists while other work, such as research on design thinking, is more recent. During this special session, our goal is to present and discuss this literature with engineering educators who are interested in researching ill-defined problem solving and related ways to support student learning in their classrooms. As we examine these studies within the context of engineering, we will introduce key theories such as cognitive dissonance. We will also discuss how these studies inform teaching and student learning.