2026 ASEE Annual Conference & Exposition

Developing students’ critical thinking remains a persistent challenge in engineering education. While ABET emphasizes the importance of higher-order cognitive skills,, research continues to show students hold narrow, procedurely-focused conceptions that value problem-solving over reflective judgment, reasoning, and evidence-based decision-making. Despite extensive literature on critical thinking assessment and the recognized value of capstone experiences as culminating educational opportunities, limited research has examined how engineering students’ initial conceptions of critical thinking relate to measurable skill development within these experiences. This study investigates whether students’ pre-existing conceptions of critical thinking predict their demonstrated gains in critical thinking skills during a project-based capstone course.
Using an explanatory sequential mixed-methods design informed by Facione’s critical thinking framework, this study will collect pre- and post-assessment data using the California Critical Thinking Skills Test (CCTST) from computer engineering capstone students. While recognizing the instrument’s limitations, the study leverages validated subscales to identify trends and enable meaningful comparisons. Complementary qualitative data will be gathered through open-ended prompts, which will be coded using Facione’s framework and intellectual standards to categorize students’ conceptual understanding of critical thinking. Hierarchical regression analysis will test whether conception categories predict CCTST score changes,and qualitative thematic analysis will provide explanatory depth by comparing the conceptual profiles of high and low skill gains.
This research addresses a critical gap in understanding how students’ conceptions of critical thinking relate to measurable learning outcomes. By connecting what students believe critical thinking entails to their demonstrated performance on validated assessments, this study advances an integrative approach for examining critical thinking development in engineering education. Anticipated contributions include methodological guidance on combining conceptual and performance-based measures, empirical evidence on the role of capstone experiences in shaping critical thinking, and practical insights for designing curriculum that responds to students’ initial misconceptions. The findings will inform evidence-based strategies for improving capstone course design and for identifying students who may benefit from targeted interventions, ultimately strengthening the cultivation of critical thinking as a core engineering skill.