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A Model for Transferable Integrated Design Engineering Education



Historically, the teaching of engineering design has varied widely, depending heavily on the design instructor. In many cases, educational outcomes cited for engineering design have focused on quality of design products and neglected the professional skills necessary for design. Recent pressures from employers of engineering graduates and accrediting agencies for engineering programs are directing increased attention to design and professional skill development. As a result, engineering educators are seeking to understand engineering design and to implement improved practices for teaching, learning, and assessing of engineering design

Year: 2014
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