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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(More)
This paper discusses the validation of design methods. The challenges and opportunities in validation are illustrated by drawing an analogy to medical research and development. Specific validation practices such as clinical studies and use of models of human disease are discussed, including specific ways to adapt them to engineering design. The implications(More)
Designers routinely rank alternatives in a variety of settings using a staple of comparison, the pairwise comparison. In recent years questions have been raised about the use of such comparisons as a means of calculating and aggregating meaningful preference or choice data. Results on voting have been used to argue that the positional procedure known as the(More)
Artificial intelligence (AI) applications to design have tended to focus on modeling and automating aspects of single discipline design tasks. Relatively little attention has thus far been devoted to representing the kinds of design 'metaknowledge' needed to manage the important interface issues that arise in concurrent design, that is, multidisciplinary(More)
This paper reports on a design education workshop held at Harvey Mudd College (HMC) in May 2001. Mudd Design Workshop III provided a forum for engineers, social scientists, designers, researchers, and educators to explore social and societal issues in and for engineering design education. Sessions were devoted to social and systems issues and themes in(More)