© American Society for Engineering Education, 2007

Professionals in all disciplines are continually engaged in problem solving, design, and research. Because steps in these processes appear similar, many faculty conceptualize a single, universal model for all three processes. However, for students who are just learning these processes, a universal model may not be the best way to build performance skills. This work was undertaken to help novices understand unique characteristics of each process and the circumstances under which each process is most effective and efficient. This paper examines two tools that were created to build this understanding: (i) a matrix analyzing the similarities and differences among the processes and (ii) a graphical presentation highlighting key skills that are hypothesized for each process. Effectiveness of the two tools was evaluated in a freshman design course where teams of five students work on a six-week design mini-project. Data collected included notes by the instructor, observations by peer coaches who observed an activity, and written feedback provided by student teams. In the activity, teams were asked to use the tools to distinguish between problem-solving and design activities that they had performed earlier in the semester. Next, the students were asked to classify a number of simple scenarios. Finally, feedback was solicited about the greatest strengths and areas of improvement for each of the tools as well as insights gained through this class activity. Findings were validated by separate focus groups with design faculty and with students enrolled in a capstone design course. Both students and faculty envisioned the two tools to be a natural extension of project work, prompting new insights about the role of problem solving, design, and research in engineering practice