She teaches design studios and lecture courses on developing creativity and research skills. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers, developing instructional materials for design ideation, and foundations of innovation. She often conducts workshops on design thinking to a diverse range of groups including student and professional engineers and faculty member from different universities.

This paper examines ideation variety as a measure of the extent to which a design solution space has been explored. We investigated one cognitive factor (cognitive style) and one cognitive intervention (Design Heuristics cards) and their relationships with students’ ideation variety, both actual and perceived. Cognitive style was measured using the Kirton Adaption-Innovation inventory (KAI), while variety scores were computed using the metrics of Nelson et al. [18] and Shah et al. [20]; an adapted form of these metrics was also explored. A group of 132 sophomore mechanical engineering students generated ideas for two design problems (one with and one without Design Heuristics cards). They sketched and described their conceptual solutions in words and assessed the variety of their solutions after ideation. Linear statistical techniques were applied to explore the relationships among the variety scores, students’ self-assessments of variety, cognitive style, quantity of ideas, and the presence of the Design Heuristics intervention. Our results show statistically significant correlations between students’ perceived variety and their variety performance, and between cognitive style and both variety performance and student perceptions.

Dr. Yilmaz is an Assistant Professor of Industrial Design. She teaches design studios and lecture courses on developing creativity and research skills. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers and developing instructional materials to foster a more effective ideation process. She often conducts workshops on design thinking to a diverse range of groups including students, practitioners and faculty members from different universities. , Electrical Engineering), Dr. Jablokow's teaching and research interests include problem solving, invention, and creativity in science and engineering, as well as robotics and computational dynamics. In addition to her membership in ASEE, she is a Senior Member of IEEE and a Fellow of ASME. Dr. Jablokow is the architect of a unique 4-course module focused on creativity and problem solving leadership and is currently developing a new methodology for cognition-based design. She is one of three instructors for Penn State's Massive Open Online Course (MOOC) on Creativity, Innovation, and Change, and she is the founding director of the Problem Solving Research Group, whose 50+ collaborating members include faculty and students from several universities, as well as industrial representatives, military leaders, and corporate consultants. Impact of problem contexts on the diversity of design solutions:An exploratory case study AbstractThe role of ideation in design is to generate design solutions that have the potential for further development. Having many diverse ideas increases the potential for successful design outcomes by increasing the number of possibilities available during concept evaluation and selection phases. How do we define the problems that would allow for the most diverse solution space?The purpose of this study was to gain an understanding of how different contexts impacted the variety of solutions generated within the solution space, by a diverse group of students. In this exploratory case study, we report on (1) how we identified a set of design problems with diverse contexts appropriate for students with varied backgrounds, and (2) how we explored the impact of these problem contexts on the size of the solution space, aiming to select the contexts with the most diverse pool of ideas for our ongoing studies 1 . Our results show that diversity judged by multiple raters was consistent and provided us with evidence to support the decision of which design problems to use in our further studies.

Background: Many people with amputations who live in low-resourced settings struggle to access the workshops where qualified prosthetists provide appropriate care. Novel technologies such as the thermoplastic Confidence Socket are emerging, which could help facilitate easier access to prosthetic services. Objectives: The objective of this study was to evaluate the satisfaction and the performance of transtibial prosthesis featuring the Confidence Socket.Study design: This is a longitudinal repeated-measures design study. Methods: A convenience sample of 26 participants who underwent transtibial amputation were fitted with the Confidence Socket. The performance of the socket was evaluated after a follow-up period between 1 month and 6 months using the L test of functional mobility and the amputee mobility predictor. Satisfaction with the prosthesis was measured using the Trinity Amputation and Prosthetic Experience Scales and purposefully designed 7-point Likert scales. Results: Ten of the 26 participants returned for follow-up. Perceived activity restriction and L test times improved significantly at follow-up, but the self-reported satisfaction with the Confidence Socket was lower at follow-up compared with that after fitting. Conclusions: The Amparo Confidence Socket represents a potentially viable alternative to improve access to appropriate prosthesis in Kenya, but some aspects of users' self-reported satisfaction should be further investigated.

Dr. Yilmaz is an Associate Professor of Industrial Design. She teaches design studios and lecture courses on developing creativity and research skills. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers, developing instructional materials for design ideation, and foundations of innovation. She often conducts workshops on design thinking to a diverse range of groups including student and professional engineers and faculty member from different universities. She received her PhD degree in Design Science in 2010 from University of Michigan. She is also a faculty in Human Computer Interaction Graduate Program and the ISU Site Director for Center for e-Design. Dr. Shanna R. Daly, University of MichiganShanna Daly is an Assistant Professor of Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Education from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and entrepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes.