While much prior work has been done regarding sketching and its impact on design and a few on how to train engineers to sketch, there have been no prior studies in engineering to reduce inhibition to frequent sketching. This paper describes a sketching intervention developed from art teaching aimed at reducing inhibition to sketching and a study to evaluate its effectiveness. In the study, students (n = 55) were tested with pre-mid-post assessments consisting of a mechanical, organic, and design-oriented sketching task and a TLX survey measuring the level of difficulty. The study found that the students overwhelmingly reported their inhibition was lowered, but the short-term TLX data suggested inhibition was higher. However, the TLX data showed a longterm decrease in inhibition-related measures, perhaps suggesting that long-term encouragement to sketch is effective in reducing inhibition to sketch. These results tentatively suggest that sketch inhibition is reduced by actively promoting creativity and sketching, some use of the activities presented here, and by deemphasizing the importance of higher-level skills such as perspective drawing.

This paper explores functional decomposition in early design. In the first part of this study, we explore how the three most common methods (top-down, energy-flow, enumeration) affect concept generation for novice design teams (n=25). We found that nearly all the features in the final concept could be mapped to the function diagram, though not all the functions mapped to the actual concept. This suggests that there is not much change in system functionality between these two phases, despite being separated by a few weeks. We also found that teams who used top-down and energy-flow performed nearly the same, and teams who used enumeration performed worse than those who used energy-flow. Based on these results, we recommend using either top-down or energy-flow, but not enumeration in early design. We also observed that teams used the diagramming process to reach a consensus and support team communication. The second part of this study evaluates design reports (n=78) from industry engineers taking a distance learning design course. Even though roughly half of the reports used functional decomposition, there was no correlation between using functional decomposition and final design quality as measured by various grade components. We also observed that half of the function diagrams were tree diagrams. This supports prior findings that a top-down, tree-based approach is more intuitive for engineers. Together, these results suggest that functional decomposition is helpful for team communication, but show no direct correlation with design outcome. We also recommend training strategies for teaching decomposition based on differences between the two datasets.