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About

Scott Turner’s research lies at the intersection of engineering education and robotics, with a primary focus on how problem-solving and creativity can be cultivated in undergraduate engineers. His most influential work, “Problem solving and creativity for undergraduate engineers: process or product?” (2008, 18 citations), critically examines the tension between teaching problem-solving as a structured process versus fostering creative outcomes—a challenge central to modern engineering curricula. Turner’s major contribution is his innovative use of LEGO Mindstorm robots as pedagogical tools, demonstrated across multiple papers (2006–2008, collectively over 40 citations), where he shows that hands-on robotics tasks can serve as a foundation for teaching both problem-solving strategies and programming logic before students even encounter syntax. His action research project (2008, 11 citations) provides empirical evidence that this approach improves student engagement and skill development. Turner also ventured into multi-robot path planning (2013, 12 citations), comparing A* and DFS algorithms in dynamic environments, showcasing his technical breadth. His work has been cited over 70 times, influencing educators seeking practical, robot-based methods to bridge theory and practice in engineering classrooms.