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Chapter 11 - Engineering Design Education

Research, Practice, and Examples that Link the Two

Published online by Cambridge University Press:  05 February 2015

By
Cynthia J. Atman ,
Ozgur Eris ,
Janet McDonnell ,
Monica E. Cardella  and
Jim L. Borgford-Parnell
Edited by
Aditya Johri  and
Barbara M. Olds
Cynthia J. Atman
Affiliation:
University of Washington
Ozgur Eris
Affiliation:
Delft University of Technology
Janet McDonnell
Affiliation:
University of the Arts London
Monica E. Cardella
Affiliation:
Purdue University
Jim L. Borgford-Parnell
Affiliation:
University of Washington
Aditya Johri
Affiliation:
Virginia Polytechnic Institute and State University
Barbara M. Olds
Affiliation:
Colorado School of Mines
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Summary

Introduction

Designing is a key component of professional practice in many fields of human endeavor (e.g., architecture, engineering, industrial design, art, and literature). For engineers, designing integrates engineering knowledge, skill, and vision in the pursuit of innovations to solve problems and enable modern life.

With this understanding, engineering educators have, for several decades, been infusing their programs with design curricula and pedagogical experiences in order to enhance the design competencies of engineering graduates. Paralleling the development of these curricula and experiences, a growing body of research has been providing a scholarly basis for engineering design education.

The goal of this chapter is to acquaint readers with engineering design education research and practice. To situate engineering design education in the larger context, we first present a brief history of research on design processes across several fields and then move to a more specific description of research on engineering design processes. We then focus on research that investigates effective ways to teach and assess the design process and review curricular structures and pedagogies that are commonly used in undergraduate engineering programs.

Type
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Information
Cambridge Handbook of Engineering Education Research , pp. 201 - 226
Publisher: Cambridge University Press
Print publication year: 2014

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