págs. 1307-1417
págs. 1331-1335
Engineering students’ utilization of empathy during a non-immersive conceptual design task
Nicholas D. Fila, Justin L. Hess, Emily Dringenberg, Senay Purzer
págs. 1336-1348
What is the content of ‘‘design thinking’’? design heuristics as conceptual repertoire
Colin M. Gray, Colleen M. Seifert, Seda Yilmaz, Shanna R. Daly, Richard Gonzalez
págs. 1349-1355
Catalysts for design thinking and engineering thinking: fostering ambidextrous mindsets for innovation
págs. 1356-1363
págs. 1364-1371
págs. 1372-1384
págs. 1385-1395
págs. 1396-1406
Broadening non-designers’ solutions for big issues: The education design shop design thinking workshop
págs. 1418-1427
Design practitioners’ perspectives on methods for ideationand prototyping
A. M. Agogino, Sara L. Beckman, Carmen Castaños, Julia Kramer, Celeste Roschuni, Maria Yang
págs. 1428-1437
págs. 1438-1444
Peer review feedback in an introductory design course: Increasing student comments and questions through theuse of written feedback
págs. 1445-1457
Comparison of written versus verbal peer feedback for design projects
Adam R. Carberry, Samantha R. Brunhaver, Kristine R. Csavina, Ann Mckenna
págs. 1458-1471
págs. 1472-1780
Written feedback on design: a comparison of students and educators
págs. 1481-1491
págs. 1492-1501
Engineering design as a liberal art: a first-semester introduction to design thinking
págs. 1502-1507
Design thinking and service-learning for first-year engineering students
Matthew T. Siniawski, Sandra G. Luca, Jose A. Saez, Jeremy S. Pal
págs. 1508-1513
págs. 1514-1521
Design thinking and the liberal arts: a cross-campusinitiative at smith college
Borjana Mikic, Susannah Howe, Fraser Stables, James Middlebrook, Angie Hauser, Chris Aiken, Reid Bertone Johnson, Eitan Mendelowitz
págs. 1522-1529
O-CDIO: emphasizing design Thinking in CDIO engineering cycle
Ville Taajamaa, Mona Eskandari, Antti Airola, Tapio Pahikkala, Tapio Salakoski
págs. 1530-1539
Design thinking: A new foundational science for engineering
págs. 1540-1556
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