This paper furthers understanding of how to use studio culture to develop instruction that supports learners' epistemic development in the context of an engineering senior design course, with a focus on student development of epistemic frames.

Current capstone engineering design courses do not integrate the educational theories and practice of cognitive apprenticeship combined with studio culture. Combined, these can be useful constructs for developing instruction that encourages creativity and innovation in a situated, student-centered, and activity-focused environment. Prior research and evidence-based instructional methods from other non-engineering contexts were used to create an instructional environment that engenders epistemic change.

How do instructional design methods based on studio culture impact the cognitive and epistemic development of engineering students in a Senior Design course?

This exploratory case study examines the effects of instructional design methods based on studio culture to change an Engineering Senior Design course from lecture-based to activity-based instruction in a collaborative environment. The case study emerges from a design-based research intervention, and uses mixed methods data collection from multiple sources, including video interviews, classroom footage, and written debrief reflections. Data analysis applied an integrated thematic approach. Implications were developed through an emergent coding process.

Cognitive apprenticeship methods used in a studio culture-based classroom provide learning experiences that benefit epistemic and cognitive growth for engineering students in a Senior Design course.