Abstract
Design thinking has been gaining importance in engineering education worldwide. There is ample information available on design thinking course content, but limited information is available about details of execution of the course especially for a large group of students. At the Singapore University of Technology and Design (SUTD), all the 400 over first-year undergraduate students go through the introductory course on design thinking which has a strong focus on technology. We use this context to look at the processes involved in the effective delivery of the design thinking course. The process components discussed are - course delivery format, assignment design, diverse mentorship, access to past projects and teamwork facilitation. Through our discussion we highlight how these processes - reinforce the design thinking philosophy of balancing divergence and convergence (course delivery, assignment design), inculcate the habit of exploring beyond boundaries (assignment design), develop the capability of processing diverse input (diverse mentorship), reinforce the importance of following the design thinking process for problem solving (access to past projects), and support the pedagogical approach of project based learning (teamwork facilitation). The article intends to stimulate further exploration on course development through process perspective.