engineering education is to graduate engineers who can design,and that design thinking is complex. The paper begins by brieflyreviewing the history and role of design in the engineeringcurriculum. Several dimensions of design thinking are thendetailed, explaining why design is hard to learn and harder still toteach, and outlining the research available on how well designthinking skills are learned. The currently most-favoredpedagogical model for teaching design, project-based learning(PBL), is explored next, along with available assessment data onits success. Two contexts for PBL are emphasized: first-yearcornerstone courses and globally dispersed PBL courses. Finally,the paper lists some of the open research questions that must beanswered to identify the best pedagogical practices of improvingdesign learning, after which it closes by making recommendationsfor research aimed at enhancing design learning.
Available at: http://works.bepress.com/ozgur_eris/2/