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Undergraduate engineering programs have faced numerous challenges in recent years. One of these challenges is to improve the way open‐ended design is taught. Although changes are underway in schools throughout the United States, not enough evaluation has been done to determine the impact of these changes. In this paper we describe a research tool that can also be used to assess student learning: verbal protocol analysis. In particular, this tool can be used to document the processes that engineering students use to solve open‐ended engineering design problems. The objective of this paper is to demonstrate the use of verbal protocol analysis as a method to assess student design processes. We also discuss the research questions that can be addressed by verbal protocol analysis and the opportunity to include this type of study as part of an engineering program evaluation.

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