Engineering Design Thinking, Teaching, and Learning
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| Audience/Grade: | College Freshman-Graduate |
| Discipline(s): |
Design General Engineering, Engineering Science Mechanical Engineering |
| Special Topic(s): |
Associate Editor's Choice |
| Learning Resource Type: |
Reference - Article/Document |
| Media Type: |
Audio |
| Author(s): |
Alice Agogino Clive Dym Daniel Frey Larry Leifer Osgar Eris |
| Description: | Paper published in the ASEE Journal of Engineering Education, January 2005, pp. 1-3-120. Abstract: "This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning." |
| Rating: |
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| Related Resources | |
| Keywords: | design thinking project-based learning cornerstone courses classroom as laboratory |
| Is Component of: |
On Becoming a 21st Century Engineer |
| Usage Tip | |
| Related ABET Criteria: |
(c) Design a system, component, or process |
| Use of Resource: |
"This paper has discussed one major model of design pedagogy, project-based learning, as applied in two course contexts (i.e., firstyear, and graduate, globally dispersed) and in several course variations (e.g., single projects, multi-project, case studies, dissection and design projects, etc.). In brief, available research suggests that these kinds of courses appear to improve retention, student satisfaction, diversity, and student learning. Finally, design education represents both serious challenges and glorious opportunities. Design is what engineers do, and the intelligent and thoughtful design of the engineering curriculum should be the community?s first allegiance." |
| Difficulty: |
Medium |
| Version Info | |
| Publication Date: | January 2005 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://best.me.berkeley.edu/%7Eaagogino/papers/JEE_04-4091_final. |
| Metadata: |
IEEE LOM Record |
| Collection: |
NEEDS
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