Design is design is design (or is it?): What we say vs. what we do in engineering design education

ASEE Annual Conference and Exposition, Conference Proceedings

Volumn , Issue , 2006, Pages

  Neeley, W Lawrence ^a   Sheppard, Sheri ^a   Leifer, Larry ^a,b  

^a STANFORD UNIVERSITY   (United States)

^b Stanford University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULA; STUDENTS;

CURRICULAR LEVELS; ENGINEERING DESIGN EDUCATION;

ENGINEERING EDUCATION;

EID: 85029065088     PISSN: None     EISSN: 21535965     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (6)

1. Cross, Nigel, "Designerly Ways of Knowing: Design Discipline Versus Design Science," Design Issues, Vol. 17, No. 3, 2001, pp. 49-55.
2. http://www.carnegiefoundation.org/PPP
3. Dym, C.L., Agogino, A.M., Eris, O., Frey D.D., Leifer, L.J., "Engineering Design Thinking, Teaching, and Learning," Journal of Engineering Education, Vol. 94, January 2005, pp. 103-120.
4. http://www.abet.org/history.shtml
5. st Century'," Journal of Engineering Education, Vol. 90, July 2001, pp. 291-294.
6. Schwartz, D. L., Bransford, J. D., & Sears, D. L. (2005). "Efficiency and innovation in transfer." In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective, pp. 1-54.