This special issue of the International Journal of Engineering Education includes the papers which detail the proceedings of the Clive L. Dym Mudd Design Workshop XII, "Designing Through Making." The papers included in this special issue were screened over two rigorous review processes. Abstract submissions were evaluated for fit and content alignment with the workshop theme prior to the workshop. Following the conclusion of the workshop, authors revised their manuscripts which were then submitted to peer review prior to inclusion for publication. I believe readers will benefit from this exposure to the workshop presentations and discussions, albeit indirectly, if not in attendance. The workshop was supported by Harvey Mudd College's Department of Engineering and the Center for Design Education. The workshop included 70 participants and was held as a virtual conference from May 27 to May 29, 2021. The decision to hold the workshop online was a response to travel and gathering size restrictions imposed by the coronavirus pandemic. There were concerns that the online nature would compromise the workshops' hallmark interpersonal interaction so that the character would be undermined. Thankfully, the associated Canadian Design Workshop conducted in December of the prior year demonstrated a productive path for such an online workshop. Design educators and practitioners explored making in the context of design and the ways in which making encourages design students as well as the aspects of making education that should be considered when considering making in curricular and co-curricular contexts. The selection of the making process as the focus for this workshop was driven by the related issues of how to shape best instruction practices for making, how to support making as informing the design process, and how to guide and create authentic making applications within design, which are critical questions for design educators addressing making.
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