2026 ASEE Annual Conference & Exposition

Critical Thinking Strategies in Engineering Education: Review and Recommendations

Presented at Mechanical Engineering (MECH) Session 8: Sustainability, Service Learning, and Broader Impact

Critical thinking is the ability to analyze a problem and evaluate possible solutions based on the information one has at hand and one's previous knowledge, even if similar situations have not been seen before. In recent years, critical thinking has become a more prominent topic to teach future engineers, and while ABET standards do not mandate critical thinking as a skill, they do require that accredited programs teach many of the skills that define it. This paper aims to explore the current state of critical thinking in engineering education through a literature review. Based on the information gathered in the literature review, this paper proposes a framework for integrating critical thinking into the engineering curriculum. Recent studies highlight specific critical thinking activities that have been successfully incorporated into existing curricula. As a case study, we apply these strategies in an introductory computer-aided design course. Two primary approaches have emerged for implementing such activities. The first involves having students integrate real-world standards into their designs. The second focuses on aligning activities with course content, ensuring that at least one activity corresponds to each major topic covered. The curriculum will adopt a blend of both approaches to encourage critical thinking growth.

Authors

Ethan M Rosenberg University of Maryland, College Park [biography]

Ethan Rosenberg, an undergraduate at the University of Maryland, College Park, majors in mechanical engineering. He is also receiving a citation from the Public Leadership College Park Scholars program. He is also a member of the aerodynamics team for Terps Racing, and has specialized in developing and simulating aerodynamic components. He has also worked on improving the simulation methodology used to gather more accurate results. Ethan has mentored new members and worked to foster an encouraging and productive environment.
Dr. Mohammad Fazelpour University of Maryland, College Park [biography]

Dr. Mohammad Fazelpour is a senior lecturer in Mechanical Engineering at the University of Maryland, College Park. He joined the university in 2017 as an assistant clinical professor and research educator for the Designing Innovation Research Stream, where he advised first-year and sophomore students on design research methodologies. In 2018, he transitioned to the Department of Mechanical Engineering to teach design-related courses, including computer-aided design and machine design. Additionally, he introduced a new course focused on design for manufacturing and assembly. Dr. Fazelpour’s active engagement in professional organizations includes membership in ASME and ASEE. He has held various leadership positions within the ASME Design Education Committee from 2019 to 2023, including roles as program chair and committee chair. His research interests primarily focus on design education and pedagogy.
Dr. James Righter The Citadel [biography]

James Righter is an Associate Professor of Mechanical Engineering in the School of Engineering (SOE) at The Citadel. He earned his BS in Mechanical Engineering at the U.S. Naval Academy, his MS in Military Studies from the Marine Corps University Command Command and Staff College, and his PhD in Mechanical Engineering from Clemson University. His research interests include engineering leadership, design methods, engineering design education, and manufacturing.

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