Faculty Perceptions on Teaching Ill-Structured Problems in Engineering Classrooms: A Conceptual Model for Enhancing Comfort and Support

Numerous studies have investigated problem-solving approaches adopted by engineering students and practitioners and provided recommendations for better teaching students problem-solving skills. However, few have examined faculty’s perceptions of teaching problem solving, particularly ill-structured problems, and the factors that influence their comfort level in doing so in engineering classrooms. This study aims to examine faculty’s reasons for choosing to teach or not teach ill-structured problems in the engineering classroom, the factors influencing their comfort levels, and their self-identified support needs. We conducted semistructured interviews with 18 engineering faculty to examine whether and why they teach ill-structured problems, their comfort level with this practice, and contributing factors. Using grounded theory, we analyzed faculty’s responses to interview questions and developed a conceptual model reflecting faculty perceptions. Key factors influencing faculty decisions to teach ill-structured problems included their potential to increase students’ familiarity with real-world problems and methods, the nature of their courses, and perceived benefits to students. Factors contributing to discomfort included limited personal experience with ill-structured problems, course constraints, and the additional time and effort required for teaching and grading. Faculty expressed a need for more tools, including a repository of ill-structured problems and evaluation rubrics, as well as more experience in solving and teaching these problems to enhance their comfort. The resulting conceptual model highlights faculty perceptions and beliefs about teaching ill-structured problems and synthesizes the key elements for understanding the barriers and motivations that influence faculty comfort. This model can inform the facilitation of discussions and collaborations among engineering faculty and administrators to support more effective teaching of ill-structured problem solving in engineering education.