Engineering design education, as Stefik & Conway (1982) state, is “an artifact, worthy of design.” The engineering design process can be used to optimize design education to meet the needs of all stakeholders.

In the following thesis, the capabilities of graduates from the current engineering education system were compared versus industry expectations. This entailed surveying practicing engineers to determine their expectations of graduates, with respect to engineering design. It was determined that students are generally weak in the areas of safety and liability considerations, written and oral communication skills, teamwork, creativity, regulatory compliance, and the engineering design process. Graduating students nationwide completed entry and exit surveys for their capstone design courses;​ it was found that students overestimate their capabilities in the areas of communication and teamwork skills. As students perceive that they are capable in areas where industry finds weaknesses, it suggests that academe has produced a false confidence in graduates. To correct this, as well as the generally weak skills, it is recommended that not only the content of the current curriculum be adjusted, but also the methodology of teaching.

Using the data provided through the surveys and through research into existing design courses, a new curriculum plan was developed, using design tools, to provide students with the requisite skills. Recommendations for an enhanced curriculum are presented in this thesis, as are strategies for implementation, validation, and future evaluation.

Engineering practice has undergone significant evolution in past decades;​ education must do the same to maintain pace.