In this paper, we propose the use of cases and instructional modules to teach invention, engineering design, and elements of technology management. One way to learn is to study and reflect upon the experience of others. Such experience may be captured in a case. Cases promote active learning by requiring students to assume the roles of participants in the decision making process. Cases are also a vehicle for raising business issues and human resources concerns not usually considered in traditional engineering courses. Real world design and engineering involves risk and uncertainty, tradeoffs and priorities, ethical issues, human elements, and impact assessment. Cases expose students to open ended, ill defined problems whose solution often depends on making assessments, judgments, and decisions about the technical competencies of the organization.
This paper outlines an approach to teaching invention and design that combines engineering, social sciences and humanities. We created an experimental course with a collaborative learning environment in which students from a wide range of majors worked in teams on modules, each of which lasted for several weeks and included strong written and oral components. Standard university curricula tend to compartmentalize engineering, humanities and social sciences. But real world engineering decisions defy such compartmentalization, as students discover when they take this course. Four active learning modules from the course are described in this paper: a hands‐on project based on the invention of the telephone, a computer simulator to teach driving, an energy‐efficient house and a medical decision support system based on a client's needs. A thorough evaluation of the course and modules is included, as are suggestions for future improvements.
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