2026 ASEE Annual Conference & Exposition

Although the benefit of qualitative research and design methods is clear in social sciences and other fields, little is known about the need and impact of adding qualitative methods training for engineering students and professionals. The curriculum for undergraduate engineering students is heavily focused on developing quantitative skills that are inherent to the engineering discipline. Engineering professionals may need to expand their expertise and training to also include qualitative methods based on the interdisciplinary and evolving workplace. This project introduces qualitative methods training into an existing engineering curriculum so that students acquire both quantitative and qualitative skills (i.e., "mixed methods"). We expect this research will help enable future engineers to more systematically craft designs to better meet the needs of a wide diversity of clients. This project investigates the potential benefit of a mixed-methods approach (quantitative and qualitative methods) to engineering design within the realm of human-centered design (HCD). This research is guided by three questions: (1) What are current mixed methods scenarios that are used in the practicing engineering community? (2) What is the impact of introducing qualitative methods training for engineering students using the HCD example? (3) What mixed-methods models can be developed using an HCD process? Investigating these questions has the potential to substantially advance our knowledge for preparing engineers as interdisciplinary professionals.

To date, we have completed an assessment of rich and relevant mixed methods scenarios in the practicing engineering community through a survey and follow-up interviews. In addition, we are in the process of performing a classroom experiment to understand what differences the inclusion of qualitative methods instruction has on engineering students' design solutions to an HCD workstation design problem. Ultimately, we will develop plans to weave qualitative methods training into the existing engineering curriculum, initially, within our university's Department of Industrial & Systems Engineering. This work will engender future research that will formalize qualitative methods training for engineering students to equip them as mixed-methods professionals to engage in interdisciplinary endeavors. We will work with regional industry partners on using the results of this project to strengthen the application of qualitative methods in the practicing engineering community. Findings from this project can be used to develop a mixed methods workshop for engineering professionals, as well as other engineering educators for teaching purposes.

This project is funded by the NSF PFE: Research Initiation in Engineering Formation (PFE: RIEF), Division of Engineering Education and Centers (ENG/EEC).