Integrating systematic creativity into first-year engineering design curriculum

Citation:
Ogot M, Okudan GE. "Integrating systematic creativity into first-year engineering design curriculum." International Journal of Engineering Education. 2006;22:109.

Abstract:

Since the lack of creative potential in graduating engineers has been and continues to be a concern
for industry leaders, most educators have added a common ideation approachÐbrainstormingÐto
engineering design curricula. However, because brainstorming requires the designer to look inward
for inspiration, it can be a daunting task, which is not always fruitful. Some systematic creativity
methods, on the other hand, use solution patterns derived from problems similar to the one being
solved. These methods have typically been introduced in senior or graduate elective courses, if at all.
This paper presents the rationale for, and our experience with introducing one of these methods, the
theory of inventive problem solving (TRIZ) in a first-year engineering design course. In addition, a
study, comparing the ideation quantity in course sections that used TRIZ against control sections
that did not, is presented. Results indicate that student teams from sections, where TRIZ was
taught, generated substantially more feasible design concepts for an industry-sponsored design
problem that was common to all sections.

Keywords: creativity; inventive problems; TRIZ

Notes:

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