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Design Cognition and Learning


Credit Hours:


Learning Objective:

By the end of this course students should be able to: (1) Identify and use frameworks on the nature of design(ing), design cognition, and design learning. (2) Translate research into practical applications. (3) Identify quality resources for investigating design cognition and learning such as journals, communities, and key players. (4) Articulate your own view of design and become more confident about your ability to work as a designer or support others in their design work.


Design is central to engineering practice: it's an integral part of the profession, it's embedded in how we educate engineers, and it's one way of describing the competency of engineering graduates as future practitioners. This course provides a graduate-level introduction into the nature of design (as an experience), the nature of designing (as a process), and the nature of design cognition and learning (what designers know and do, and what it means to become a design professional). Students will collaboratively explore multiple historical, theoretical, empirical, and practical accounts of "design", in particular frameworks that enable links between the nature of design situations, design as a human cognitive activity, and the process of learning to become a design professional. These frameworks can be used to guide (1) research on how people design and learn to be designers, (2) creation of resources to support designing and designers (methods, tools, etc.), and (3) the design of learning environments. The course also provides self-reflection experiences for students to better understand their own (evolving) perspective on design.

Topics Covered:


Applied / Theory:

25 / 75


Computer Requirements:

ProEd Minimum Requirements: