Design Heuristics in Engineering Concept Generation

Daly, Shanna R.; Yılmaz, Seval; Christian, James L.; Seifert, Colleen M.; Gonzalez, Richard

doi:10.1002/j.2168-9830.2012.tb01121.x

Cited by 201 publications

(190 citation statements)

References 60 publications

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“…Industrial designers and engineers are,indeed,two types of individuals who are often asked to create innovative objects by going beyond the known solutions and proposing original designs (Yilmas, Daly, Seifert, & Gonzalez, 2011;Ekvall, 2000;Court, 1998). However, they are typically contrasted with regard to their abilities to generate creative ideas (Daly, Yilmaz, Christian, Seifert, & Gonzalez, 2012;; industrial designers are often considered to be biased towards the visual attributes, whereas engineers focus on performance (Wallace & Jilkenia, 1993). Thus, engineers would rather express performance creativity in the sciences, whereas industrial designers would be more rooted in artistic creativity.…”

Section: Resisting Classical Solutionsmentioning

confidence: 99%

Resisting classical solutions: The creative mind of industrial designers and engineers.

Agogué¹,

Masson²,

Dalmasso³

et al. 2015

Psychology of Aesthetics, Creativity, and the Arts

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Industrial designers and engineers are two types of individuals who are typically contrasted with regard to their creative capabilities. Regarding idea generation processes, studies have shown that individuals use existing elements to generate new ideas, which constrains theircreative thinking and leads them to only focus on a narrow scope of solutions. This article explores how industrial designers and engineers behave when generating creative ideas and resisting fixation (i.e., the propensity to focus on a limited set of ideas). We used a creative task in which participants were asked to design a solution that would prevent a hen's egg from breaking after being dropped from a height of 10 m. Our results show that engineers and industrial designers differ in their creative behaviors when they are asked to generate ideas in a creative task, without any constraints. Industrial designers provide more answers and are less fixated than engineers. However, for both engineers and industrial designers, the introduction of an uncreative example reinforced the fixation effect and constrained the

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Section: Resisting Classical Solutionsmentioning

confidence: 99%

Resisting classical solutions: The creative mind of industrial designers and engineers.

Agogué¹,

Masson²,

Dalmasso³

et al. 2015

Psychology of Aesthetics, Creativity, and the Arts

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show abstract

“…Each card provides a heuristic that can be used to generate new design ideas, as well as examples of the design heuristic in use, as shown in Figure 2. In previous research, these cards have been used to study the quantity and variety of ideas produced 11 . Problem Framing was the last intervention used in this research.…”

Section: Ideation Interventions and Qualitymentioning

confidence: 99%

Evaluating the Impacts of Different Interventions on Quality in Concept Generation

Helm

Jablokow

Daly

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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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. Dr. Eli M. Silk, Rutgers, The State University of New JerseyEli Silk is an Assistant Professor of Professional Practice in the Graduate School of Education at Rutgers, The State University of New Jersey. Dr. Seda Yilmaz, Iowa State UniversityDr. 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.

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“…SCAMPER offers more specific guidelines (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse) and was useful after a two sessions of brainstorming and brain-writing. Later, TRIZ (according to five patterns that successfully were directed to new food product design and development: Subtraction, Multiplication, Division, Attribute Dependency, and Task Unification) was applied since it focuses on refinements of engineering and design mechanisms that start in the implementation phase of the design process 17 . This stage ended when the students had a clear idea of the product that they aspired to develop.…”

Section: Product Designmentioning

confidence: 99%

Food Engineering Students' Creative Experiences in a Capstone Course

López‐Malo

Husted

Gutierrez³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper describes several creative experiences (and corresponding assessments) in a Food Product Development capstone course for Food Engineering students at Universidad de las Américas Puebla (UDLAP). This course was designed in order for them to experience a real work environment, where they have the opportunity to think and act as experts in the field do, and included several problem-solving learning environments (PSLEs)1 . Course main goal is that students design and develop a new food product involving idea generation, formulation, process selection, nutritional facts and label, shelf-life estimation, costs, sensory evaluation, among many others aspects of its development. Students were organized into teams of two members; the group had a total of eight students (3 male). Course activities were designed for student teams to work independently in the required labs depending on their product selection; however, several course sessions and meetings with the course instructor were planned in order to promote creativity including lessons and selected exercises that provided a number of techniques to help them generate innovative solutions to the correctly defined problem. These techniques include brainstorming, vertical and lateral thinking, analogies, TRIZ (Russian acronym for Resheniya Teoriya Izobretatelskikh Zadach, that translated literally is "theory of the resolution of inventionrelated tasks"), and SCAMPER (acronym for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse) 2 .In this context, a creativity test at the beginning and end of the semester was applied. The test is a self-assessment that consists of 16 questions that are grouped into 5 categories of analysis that are related to the five steps that are part of the effective creative process proposed by Csikszentmihalyi 3 : 1) Finding problems (preparation), 2) Gathering and reflecting on information (incubation), 3) Problem exploration (insight), 4) Generating and evaluating ideas (evaluation), and 5) Implementation (elaboration). Furthermore, a group of experts in the field were invited to evaluate final projects and developed food products by means of the Creative Thinking VALUE Rubric, which is made up of a set of attributes that are common to creative thinking across disciplines 4 . Instructor-, peer-, and self-assessments were also performed throughout the course and on final project. Additionally, a Specific Course Rubric that included technical aspects regarding food product development as well as abilities of the team to present their product and answering questions raised during oral and poster presentations as well as during tasting of developed food products was utilized 5 .An increase in the scores for every category of the creativity test 3 applied at the beginning and end of the semester was observed. However, according to Csikszentmihalyi an effective creative process should follow the five steps in the mentioned order 3 . At last, in order to identify the students' perceptions with regards to t...

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Design Heuristics in Engineering Concept Generation

Cited by 201 publications

References 60 publications

Resisting classical solutions: The creative mind of industrial designers and engineers.

Resisting classical solutions: The creative mind of industrial designers and engineers.

Evaluating the Impacts of Different Interventions on Quality in Concept Generation

Food Engineering Students' Creative Experiences in a Capstone Course

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