Clive L. Dym has been Fletcher Jones Professor of Engineering Design at Harvey Mudd College since 1991, where he directs the Center for Design Education and was also department chair (1999–2002). His interests include design theory, knowledge-based (expert) systems for engineering design, and structural and applied mechanics. Dr. Dym completed the B.S.C.E. at Cooper Union (1964), an M.S. degree at Brooklyn Polytechnic Institute (1964), and the Ph.D. at Stanford University (1967). He has published more than 100 archival journal articles, proceedings papers, and technical reports; served on the editorial boards of several journals; and edited five volumes and written ten books, the latter including: Engineering Design: A Synthesis of Views, Cambridge University Press, 1994; Engineering Design: A Project-Based Introduction (co-authored by P. Little), 2nd ed., John Wiley, 2004; and Principles of Mathematical Modeling, 2nd ed., Academic Press, 2004. Dr. Dym is a fellow of the Acoustical Society of America, ASME, ASCE, and is a member of ASEE. Dr. Dym has received ASCE's Walter L. Huber Research Prize (1980), ASEE's Western Electric Fund Award (1983), and Fred Merryfield Design Award (2002), first runner-up for the Boeing Outstanding Engineering Educator Award (2001), and ASME's Ruth and Joel Spira Outstanding Design Educator Award (2004).
Engineering Design Thinking, Teaching, and Learning
Article first published online: 2 JAN 2013
2005 American Society for Engineering Education
Journal of Engineering Education
Volume 94, Issue 1, pages 103–120, January 2005
How to Cite
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D. and Leifer, L. J. (2005), Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 94: 103–120. doi: 10.1002/j.2168-9830.2005.tb00832.x
- Issue published online: 2 JAN 2013
- Article first published online: 2 JAN 2013
- design thinking;
- project-based learning;
- cornerstone courses;
- classroom as laboratory
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.