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Cited by 2,801

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Engineering Design Thinking, Teaching, and Learning

Dym, Clive L., Agogino, Alice M., Eris, Ozgur, Frey, Daniel D., Leifer, Larry J.·2005·Journal of Engineering Education
DOI 10.1002/j.2168-9830.2005.tb00832.x
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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.

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Metadata

Authors
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J.
Venue
Journal of Engineering Education
Publisher
Wiley
Published
2005-01
Volume
94
Issue
1
Pages
103-120
ISSN
1069-4730 (ISSN-L)
DOI
10.1002/j.2168-9830.2005.tb00832.x
OpenAlex
W2013513928
Cited by
2,801
References
4
FWCI
113.89
Type
journal article
Language
en
Open access
closed
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 3895 d)

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Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education. https://doi.org/10.1002/j.2168-9830.2005.tb00832.x

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