Fostering creative problem solving and collaborative skills through impromptu design in engineering design courses

Reidsema, Carl (2005). Fostering creative problem solving and collaborative skills through impromptu design in engineering design courses. In: David Radcliffe and Josh Humphries, Proceedings of the 4th Global Colloquium on Engineering Education. 4th ASEE/AaeE Global Colloquim of Engineering Education (GCEE 2005), Sydney, Australia, (). 26-29 September 2005.

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Author Reidsema, Carl
Title of paper Fostering creative problem solving and collaborative skills through impromptu design in engineering design courses
Conference name 4th ASEE/AaeE Global Colloquim of Engineering Education (GCEE 2005)
Conference location Sydney, Australia
Conference dates 26-29 September 2005
Proceedings title Proceedings of the 4th Global Colloquium on Engineering Education
Place of Publication Brisbane, Australia
Publisher The University of Queensland
Publication Year 2005
Sub-type Fully published paper
ISBN 1864998288
Editor David Radcliffe
Josh Humphries
Total pages 10
Language eng
Abstract/Summary There is an increasing recognition of the importance for universities to develop curricula that fosters creative problem solving and collaborative teamwork skills as a key element of an engineering degree program. The historical emphasis on convergent thinking skills that currently dominates engineering tertiar y education is seen as an imbalanced response to the skill sets necessary for design innovation, both individually and within sophisticated multidisciplinary teams, just when they are needed most. Such skills are highly valued by employers, and their development needs to be actively encouraged and facilitated by engineering educators. The role that synthesis or creativity plays in design is a much overlooked aspect in engineering education largely due to the perception that there is a lack of scientific rigour associated with divergent thinking and collaborative skills. Over the past three years a learning activity referred to as ‘Impromptu Design’ has been utilised in a first year design course at the University of New South Wales Mechanical and Manufacturing Engineering degree program. Impromptu Design provides a first concrete experience in an implementation of Kolb’s Experiential Learning Model as a major pedagogical approach for the design course. The objectives of this approach include the development o f divergent thinking skills in engineering students and the improvement of the first year experience in enjoyment of the intellectual excitement and challenge of studying in their field. Impromptu design competitions are a very effective starting point in the model for engaging students in problem identification, formulation, solution and group work, as well as providing an opportunity for students to develop a sense of identity with the discipline and meet other students in the course.
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Colloquium themes: Globalization of Engineering Education, the Kindergarten to Year 12 Pipeline and the Transformation of the Disciplines

 
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Created: Fri, 21 Oct 2011, 08:54:16 EST by Viviane Victoria Crosthwaite on behalf of Faculty Of Engineering, Architecture & Info Tech