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An engineering taxonomy is being proposed in order to assess and enhance the student’s conceptual and problem-solving competencies. The taxonomy consists of the following taxa: pre-knowledge conceptual experiences; basic conceptual knowledge; applied conceptual knowledge; procedural knowledge; advanced knowledge and analytical skills; project-based knowledge; and professional engineering knowledge and practice. A Concept and Problemsolving Inventory (CPI) has been developed in order to assess the student’s conceptual and procedural skills. The CPI contains a set of mechanics problems designed to fit the three levels of the taxonomy: fundamental, intermediate and advanced. The incremental growth of engineering problem-solving skills, as illustrated by the taxonomy and the CPI, is also applicable to other STEM disciplines: science, technology and mathematics. The CPI served as the framework for developing an assessment instrument with measurable outcomes that enable scoring, as well as placing the student at the appropriate level within the taxonomy. Further, a sample laboratory assignment is presented to demonstrate the positive impact of hands-on experiences on the student’s conceptual understanding and problem-solving skills. Initial results of a test series given to engineering juniors are reported. These results indicate the effectiveness of the developed tools including the taxonomy, the CPI, and the assessment rubric. The paper offers an integrated approach to develop and enhance the student’s concept and procedural skills by utilizing the presented tools. The approach is iterative and requires flexibility and adjustment while using these tools to best prepare and advance the classroom environment.

A New Engineering Taxonomy For Assessing Conceptual And Problem Solving Competencies