Transdisciplinary Design Education for Engineering Undergraduates: Mapping of Bloom’s Taxonomy Cognitive Domain Across Design Stages

Abstract

This paper is the first in a series from the study entitled Transdisciplinary Design Education for Engineering Undergraduates, whose purpose is to review the current engineering design education at the University of Alberta and develop a first-year transdisciplinary design course, accounting for students’ cognitive development. This paper presents the results of a cognitive game, designed to assess the design thinking of engineering professors. The results show the differences between cognitive levels of the Cognitive Domain of Bloom’s Taxonomy and their distribution and application at different design stages.