This paper examines a particular methodology of teaching engineering design to undergraduate engineering
students, which relies on Lego® Mindstormsâ¢. A number of important issues are addressed,
including the timing of the design module within the programme, prior knowledge required and
assessment components. The module, which has been running for three years, was found to have
many positive attributes, not only in relation to the core design activity, but also in generating good
team-building and engaging students with the degree programme
