Year: 2020
Type: conference-paper
Abstract: This paper describes several case studies where students generated innovative solutions using a systematic problem solving methodology.The approach is based on The Eight-Dimensional Methodology for Innovative Thinking that stimulates innovation by effectively using both sides of the brain.It is a unified approach that builds on comprehensive problem solving knowledge from industry, business, marketing, math, science, engineering, technology, and daily life.The different dimensions, namely Uniqueness, Dimensionality, Directionality, Consolidation, Segmentation, Modification, Similarity, and Experimentation provide leaders, managers, and other problem solvers with new insights and thinking strategies to solve everyday problems they face in the workplace.Problems are not constrained to a particular profession or subject, and may be used by individuals and teams.It is easy to teach, learn and use the methodology. IntroductionThis paper details case studies where students generated innovative solutions using a systematic problem solving methodology.The methodology has been taught as part of a course titled: "Introduction to Inventive Problem Solving in Engineering" (please see syllabus at: http://www.ee.fau.edu/faculty/raviv/EGN4040_SP2003_Syllabus.htm).The main goal of the course is to enhance inventive and innovative thinking abilities of undergraduate students.In this course there is no "right or wrong", and the emphasis is on "out-of-the-box" inventive thinking, imagination, intuition, common sense and elements of communication/teamwork.The course uses hands-on problem-based learning for introducing undergraduate engineering students to concepts and principles of inventive/innovative problem solving.The hands-on activities include more than 250 different 3-D mechanical puzzles, games, mind teasers, LEGO® Mindstorms competitions, and design projects, each of which illustrates principles and strategies in inventive/innovative problem solving.(Please see some of the puzzles at: http://www.ee.fau.edu/faculty/raviv/teach.htm).These activities allow for self-paced, semiguided exploration that improves self-esteem and encourages questioning and daring.
DOI: 10.18260/1-2--11536
Author: Daniel Raviv
Institution: Florida Atlantic University
Language: English
Subfield: Mechanical Engineering
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
Funder: National Science Foundation
Award: SGER: Task-Specific Retina
OpenAlex ID: W2186437945