Addressing Ambiguous Terminology to Improve Conceptual Understanding in Engineering Education

Engineering educators and researchers use terminology to communicate specific ideas with the intention of disseminating knowledge effectively. Despite this, some terms are understood and conceptualised differently by different individuals, resulting in miscommunication. Concepts which are not well-defined or may have multiple definitions can be known as 'fuzzy concepts' (Ragin, 2000). This workshop highlighted the existence of fuzzy concepts used in engineering education. Such understanding allows practitioners to recognise the potential for misinterpretation and the need to define key terms in order to improve the clarity and consistency of their communication. The workshop activities encouraged participants to share which terms they use in teaching practice that they believe may be fuzzy. Participants were prompted to consider the practical implications of utilising fuzzy concepts within intended learning outcomes, teaching practice, assessment and graduate outcomes, as well as in education research. They identified uses for FCs in collaborative learning, which would improve students' problem solving and team working abilities, as well as creating discussions in industry settings through which organisational cultural norms could be identified and addressed.