The document reviews 124 peer-reviewed articles on design-based learning (DBL) in engineering education, identifying key research themes and questions. It outlines ten themes, including the definition of engineering design, learning outcomes, integration into the curriculum, assessment, and the real-world application of design. The conclusion calls for further research and presents these themes as a research agenda for educators and practitioners involved in engineering design education.

1. Stuart Palmer(@s_palm ) and Siva Krishnan
Deakin University
A research agenda for
design-based learning in
engineering education

2. A total of 124 peer reviewed articles about design
education and DBL in engineering education were
identified and reviewed.
Themes that present a potential research agenda for
those educators/practitioners involved in DBL in
engineering education were synthesised.
Identified research themes are presented along with
supporting literature and a central research question.
Method

3. Theme 1 – Defining engineering design
Many definitions imply a simple linear process.
The reality is complex, social and tacit.
Meanings of terms are contingent on context.
Design as noun, design as verb, etc.
Pragmatically, a local definition is required.

4. Theme 1 – Defining engineering design
How is engineering design effectively defined in the local context?
Many definitions imply a simple linear process.
The reality is complex, social and tacit.
Meanings of terms are contingent on context.
Design as noun, design as verb, etc.
Pragmatically, a local definition is required.

5. Theme 2 – Learning outcomes for engineering
design education
LOs are needed for curriculum, assessment, etc.
Students just ‘doing design’ is not sufficient.
MANY design LO frameworks can be found.
A core body of design knowledge, plus unique
institutional priorities.

6. Theme 2 – Learning outcomes for engineering
design education
How are the unique engineering design education learning outcomes for a
program effectively developed?
LOs are needed for curriculum, assessment, etc.
Students just ‘doing design’ is not sufficient.
MANY design LO frameworks can be found.
A core body of design knowledge, plus unique
institutional priorities.

7. Theme 3 – Integrating design education into
the engineering curriculum
Design traditionally spread across the curriculum
… with a focus on the final-year project.
More recently, the first-year design experience.
Some commencing students lack skills to benefit.
Want students to be reflective practitioners.

8. Theme 3 – Integrating design education into
the engineering curriculum
How are design studies and practice appropriately integrated, supported and
evaluated in the undergraduate engineering curriculum?
Design traditionally spread across the curriculum
… with a focus on the final-year project.
More recently, the first-year design experience.
Some commencing students lack skills to benefit.
Want students to be reflective practitioners.

9. Theme 4 – Scaffolding engineering design
education
Differences b/n experienced & novice designers.
Student design sophistication grows over time.
Common design omissions observed in novices.
Research suggests key design skills to address.
These should be cultivated in students.

10. Theme 4 – Scaffolding engineering design
education
Differences b/n experienced & novice designers.
Student design sophistication grows over time.
Common design omissions observed in novices.
Research suggests key design skills to address.
These should be cultivated in students.
How is engineering design capability appropriately scaffolded for
development of sophistication across the duration of engineering studies?

11. Theme 5 – Real world engineering design
Real engineering design is often constrained.
Focussed on sub-systems or optimisation.
Organisations have in-house design procedures.
Adherence to standards, legislation, codes, etc.
Real designs sometimes fail.

12. Theme 5 – Real world engineering design
How can engineering students be exposed to authentic design experiences
in the presence of realistic constraints and standards compliance?
Real engineering design is often constrained.
Focussed on sub-systems or optimisation.
Organisations have in-house design procedures.
Adherence to standards, legislation, codes, etc.
Real designs sometimes fail.

13. Theme 6 – Developing distinct engineering
discipline identities
Design practice is different between disciplines.
Distinct knowledge, tools and language.
In multidisciplinary engineering design teams, no
one can know all the design elements in detail.
Students need to be inducted into the discipline.

14. Theme 6 – Developing distinct engineering
discipline identities
How does engineering design education recognise and develop the unique
knowledge, skills, language & identity of distinct engineering discipline groups?
Design practice is different between disciplines.
Distinct knowledge, tools and language.
In multidisciplinary engineering design teams, no
one can know all the design elements in detail.
Students need to be inducted into the discipline.

15. Theme 7 – Assessing student performance in
engineering design education
Need to assess knowledge, process & outcomes.
Design outcomes reveal little about the process.
Real engineering design may take years to assess.
Student design tasks often set as group work,
engineering assessment traditionally individual.

16. Theme 7 – Assessing student performance in
engineering design education
How is student design capability (including knowledge, process and output)
effectively assessed in engineering design education?
Need to assess knowledge, process & outcomes.
Design outcomes reveal little about the process.
Real engineering design may take years to assess.
Student design tasks often set as group work,
engineering assessment traditionally individual.

17. Theme 8 – Off-campus engineering design
education
Off-campus study is important in engineering.
DBL models often employ studio-based learning.
Social aspects of design are often important.
Team trust established by initial face-to-face.
Design thinking dependent on physical props.

18. Theme 8 – Off-campus engineering design
education
What are the types of learning activities that will provide off-campus students
(as well as on-campus students) with an authentic DBL environment?
Off-campus study is important in engineering.
DBL models often employ studio-based learning.
Social aspects of design are often important.
Team trust established by initial face-to-face.
Design thinking dependent on physical props.

19. Theme 9 – The staffing of engineering design
education
Design teaching less predictable than other.
Workload may be higher for credit weighting.
May detract from traditionally valued work.
Experience indicates staff PD is crucial to success.
… both initially and on-going to support culture.

20. Theme 9 – The staffing of engineering design
education
How are staff adequately developed & rewarded to undertake the specialised
requirements of teaching engineering design on a sustainable basis?
Design teaching less predictable than other.
Workload may be higher for credit weighting.
May detract from traditionally valued work.
Experience indicates staff PD is crucial to success.
… both initially and on-going to support culture.

21. Theme 10 – Evaluation of the impact of
engineering design education
DBL is often promoted as a superior pedagogy.
Long-term evidence for DBL is limited/mixed.
Evidence suggests that it is more expensive.
Cost/benefit analyses often subjective at best.
Meaningful evaluation of impact is essential.

22. Theme 10 – Evaluation of the impact of
engineering design education
How can the value and impact of engineering design education best
evaluated?
DBL is often promoted as a superior pedagogy.
Long-term evidence for DBL is limited/mixed.
Evidence suggests that it is more expensive.
Cost/benefit analyses often subjective at best.
Meaningful evaluation of impact is essential.

23. Conclusions - DBL
The literature notes many open questions re:
optimal/productive pedagogical approaches
…and the need for further research.
We offer our themes as a research agenda
…and a stimulus/challenge for those in DBL.
Other issues: Gender; WIL; e-Portfolio; New
modes of design work; Social media.

24. Thank you for your time
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