Technology is an essential tool in modern engineering problem-solving. Complex calculations are easily computed, but failure to recognize if the solution is "reasonable or ridiculous" can have serious repercussions. As part of "engineering intuition," getting students to assess the appropriateness of a solution is a somewhat vague, but critical, teaching goal. Intuition is commonly thought to be developed through experience; thus, we are interested in identifying the experiences that have strong correlations with high engineering intuition in students. Ultimately, we seek to use this knowledge to develop course interventions that promote the development of engineering intuition in all students, regardless of access to outside-the-classroom opportunities. Our previous work has suggested that students' cumulative GPA and internship experience can be a predictor of both whether a student will attempt a problem that tests engineering intuition and their subsequent success on that problem. In this work, we report on updated results from Fall 2017, as well as describe our future study design. The next phase of this work will be a larger-scale study of engineering intuition across multiple disciplines and institutions that will propel us towards developing classroom interventions for "teaching" intuition.
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