Identifying and solving problems in engineering design

Abstract

This paper describes some aspects of a short course in problem-solving devised by the authors for first-year chemical engineering undergraduates at Imperial College. The main features of the course are: (1) a distinction is made between the process and the product of design; (2) the process is, nonetheless, not divorced from the professional engineering context;(3) emphasis is placed on the diversity of solutions produced for a given problem; (4) students are taught to take professional responsibility for the definition of the design problems they undertake and to agree criteria of satisfactory completion with their clients; (5) the presentation of a design solution is itself seen as a design problem; (6) throughout, students work in groups as a design team rather than as individuals.The course takes the form of 26 contact hours spread over two weeks of afternoons. The intention is that the conventions and procedures learned by the students should be carried over into subsequent design and related projects throughout the rest of their undergraduate course and hence into their subsequent professional careers.

Addressing First-year Issues in Engineering Education

“…Courses were also developed especially for design [27][28][29][30][31][32][33][34][35], or other specific subjects [36][37][38][39][40][41], but these will not be discussed in this paper.…”

Problem‐based Learning: Potential and Implementation Issues

“…(b) Develop a performance measurement system that aligns objectives and actions with a given manufacturing strategy. The attitudinal objectives are aimed at students adopting an appropriate approach to problem solving (Chaharbaghi, 1991;Higgins et al, 1989). For example, upon the completion of the course the attitude of students will have changed:…”

Case Studies of Problem Exploration Processes in Engineering Design

“…Considering the goal or ideal state desired in order to define how much of the problem exists, whether it is worth solving, and even whether or not there is a problem 34 By changing the understanding and formulation of the problem, a different space of possible solutions emerges. We propose that there is an initial search to "find the problem."…”

“…39 Fogler and LeBlanc's 40 textbook on Engineering Problem Solving also proposed several strategies to assist in defining the "real problem" underlying a given engineering problem. These include: 1) employing critical thinking questions to identify assumptions and explore differing viewpoints; 2) using "present state/desired state" analysis and Duncker diagrams 34 to analyze the differences between the current situation and end goal; 3) using Parnes' statement-restatement method. 41 which suggests prompts to help revise the problem statement (e.g., "place emphasis on different words and phrases"); and 4) using the Kepner-Tregoe problem analysis technique 42 focusing on four problem dimensions (identify, locate, timing, and magnitude) through prompted questions (e.g.…”

“…basic need, desired outcome, and benefits), justifying the need, contextualizing the problem, and writing the problem statement. 13,34 Critical Thinking Algorithm…”