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.Keywords: design thinking, project-based learning, cornerstone courses, classroom as laboratory I. INTRODUCTIONDesign is widely considered to be the central or distinguishing activity of engineering [1]. It has also long been said that engineering programs should graduate engineers who can design effective solutions to meet social needs [2]. Despite these facts, the role of design in engineering education remains largely as stated by Evans et al. in 1990: "The subject [of design] seems to occupy the top drawer of a Pandora's box of controversial curriculum matters, a box often opened only as accreditation time approaches. Even 'design' faculty-those often segregated from 'analysis' faculty by the courses they teach-have trouble articulating this elusive creature called design" [3]. Design faculty across the country and across a range of educational institutions still feel that the leaders of engineering departments and schools are unable or unwilling to recognize the intellectual complexities and resources demanded to support good design education [4].Historically, engineering curricula have been based largely on an "engineering science" model over the last five decades, in which engineering is taught only after a solid basis in science and mathematics. (The "engineering science" model is sometimes unfairly characterized as the "Grinter model," an attribution that ignores many other recommendations in the Grinter report [5], some of which are being independently revived today.) The first two years of the curriculum-which in many respects have changed little since the late 1950s [6]-are devoted primarily to the basic sciences, which served as the foundation for two years of "engineering sciences" or "analysis" where students apply scientific principles to technological problems. The resulting engineering graduates were perceived by industry and academia as being unable to practice in industry because of the change of focus from the practical (including drawing and shop) to the theoretical [7]. What is now routinely identified as the capst...

SummaryBackgroundSurgical site infection (SSI) is one of the most common infections associated with health care, but its importance as a global health priority is not fully understood. We quantified the burden of SSI after gastrointestinal surgery in countries in all parts of the world.MethodsThis international, prospective, multicentre cohort study included consecutive patients undergoing elective or emergency gastrointestinal resection within 2-week time periods at any health-care facility in any country. Countries with participating centres were stratified into high-income, middle-income, and low-income groups according to the UN's Human Development Index (HDI). Data variables from the GlobalSurg 1 study and other studies that have been found to affect the likelihood of SSI were entered into risk adjustment models. The primary outcome measure was the 30-day SSI incidence (defined by US Centers for Disease Control and Prevention criteria for superficial and deep incisional SSI). Relationships with explanatory variables were examined using Bayesian multilevel logistic regression models. This trial is registered with ClinicalTrials.gov, number NCT02662231.FindingsBetween Jan 4, 2016, and July 31, 2016, 13 265 records were submitted for analysis. 12 539 patients from 343 hospitals in 66 countries were included. 7339 (58·5%) patient were from high-HDI countries (193 hospitals in 30 countries), 3918 (31·2%) patients were from middle-HDI countries (82 hospitals in 18 countries), and 1282 (10·2%) patients were from low-HDI countries (68 hospitals in 18 countries). In total, 1538 (12·3%) patients had SSI within 30 days of surgery. The incidence of SSI varied between countries with high (691 [9·4%] of 7339 patients), middle (549 [14·0%] of 3918 patients), and low (298 [23·2%] of 1282) HDI (p<0·001). The highest SSI incidence in each HDI group was after dirty surgery (102 [17·8%] of 574 patients in high-HDI countries; 74 [31·4%] of 236 patients in middle-HDI countries; 72 [39·8%] of 181 patients in low-HDI countries). Following risk factor adjustment, patients in low-HDI countries were at greatest risk of SSI (adjusted odds ratio 1·60, 95% credible interval 1·05–2·37; p=0·030). 132 (21·6%) of 610 patients with an SSI and a microbiology culture result had an infection that was resistant to the prophylactic antibiotic used. Resistant infections were detected in 49 (16·6%) of 295 patients in high-HDI countries, in 37 (19·8%) of 187 patients in middle-HDI countries, and in 46 (35·9%) of 128 patients in low-HDI countries (p<0·001).InterpretationCountries with a low HDI carry a disproportionately greater burden of SSI than countries with a middle or high HDI and might have higher rates of antibiotic resistance. In view of WHO recommendations on SSI prevention that highlight the absence of high-quality interventional research, urgent, pragmatic, randomised trials based in LMICs are needed to assess measures aiming to reduce this preventable complication.FundingDFID-MRC-Wellcome Trust Joint Global Health Trial Development Grant,...

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This paper evaluates the Pugh Controlled Convergence method and its relationship to recent developments in design theory. Computer executable models are proposed simulating a team of people involved in iterated cycles of evaluation, ideation, and investigation. The models suggest that: (1) convergence of the set of design concepts is facilitated by the selection of a strong datum concept; (2) iterated use of an evaluation matrix can facilitate convergence of expert opinion, especially if used to plan investigations conducted between matrix runs; and (3) ideation stimulated by the Pugh matrices can provide large benefits both by improving the set of alternatives and by facilitating convergence. As a basis of comparison, alternatives to Pugh's methods were assessed such as using a single summary criterion or using a Borda count. These models suggest that Pugh's method, under a substantial range of assumptions, results in better design outcomes than those from these alternative procedures.

The design of engineering systems like airports, communication infrastructures, and real estate projects today is growing in complexity. Designers need to consider sociotechnical uncertainties, intricacies, and processes in the longterm strategic deployment and operations of these systems. Flexibility in engineering design provides ways to deal with this complexity. It enables engineering systems to change in the face of uncertainty to reduce impacts from downside scenarios (e.g., unfavorable market conditions) while capitalizing on upside opportunities (e.g., new technology). Many case studies have shown that flexibility can improve anticipated lifecycle performance (e.g., expected economic value) compared to current design and evaluation approaches. It is a difficult process requiring guidance and must be done at an early conceptual stage. The literature offers little guidance on procedures helping designers do this systematically in a collaborative context. This study investigated the effects of two educational training procedures on flexibility (current vs. explicit) and two ideation procedures (free undirected brainstorming vs. prompting) to guide this process and improve anticipated lifecycle performance. Controlled experiments were conducted with ninety participants working on a simplified engineering systems design problem. Results suggest that a prompting mechanism for flexibility can help generate more flexible design concepts than free undirected brainstorming. These concepts can improve performance significantly (by up to 36 %) compared to a benchmark design-even though users did not expect improved quality of results. Explicit training on flexibility can improve user satisfaction with the process, results, and results quality in comparison with current engineering and design training on flexibility. These findings give insights into the crafting and application of simple, intuitive, and efficient procedures to improve lifecycle performance by means of flexibility and performance that may be left aside with existing design approaches. The experimental results are promising toward further evaluation in a real-world setting.

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