This month’s issue of JMD includes an invited article I solicited from the winners of the 2012 Gordon Prize. “Inaugurated in 2001 by the National Academy of Engineering (NAE), the intent of the Gordon Prize is to recognize new modalities and experiments in education that develop effective engineering leaders. The focus is on innovations such as curricular design, teaching methods, and technology-enabled learning that strengthen students’ capabilities and desire to grow into leadership roles. The Gordon Prize is presented annually, and the recipient receives a $500,000 cash award, half granted to the recipient and the remainder granted to the recipient’s institution to support the continued development, refinement, and dissemination of the recognized innovation.” See more details in

The winner this year was Clive Dym, the Fletcher Jones Professor of Engineering Design and his colleagues at Harvey Mudd College. The citation for the award reads: “Creating and disseminating innovations in undergraduate engineering design education to develop engineering leaders.” The ASME design community knows Clive for his many contributions over the years. The Gordon Prize recognition reflects very positively on our entire community and we all celebrate it. The Award also showcases the importance and the special challenges of design education, and in a very real sense is recognition of all dedicated design educators.

I invited Clive and his colleagues at Harvey Mudd to contribute the invited paper that appears in this issue following the requisite peer review. My request to the authors was “to put forth ideas and insights you gained from your experiences that would be unique, useful, and inspirational to others.” I am very pleased the authors agreed to submit this work and we are able to host the article in JMD. I think many academics, including those in administrative positions, will benefit from what the winners of the 2012 Gordon Prize have shared with us.