ABSTRACT
In this essay, I consider the question of how to assess proposed design research. In contrast to other authors in this volume, I will approach the question more from the engineer’s perspective than from the scientist’s perspective. The engineer’s approach assumes that one is doing design and development to begin with and asks the question, what generalizable lessons can one learn from those processes? The scientist’s approach assumes that one is engaged in scientific inquiry about learning and asks the question, what can one learn by integrating design into the research process that one could not learn otherwise?
