Innovative Conceptual Engineering Design    A Template To Teach Innovative Problem Solving Of Complex Multidisciplinary Design Problems

Camarda, Charles J.; Bilén, Sven G.; Weck, Olivier de; Yen, Jeannette; Matson, Jack V.

doi:10.18260/1-2--16691

Cited by 3 publications

(3 citation statements)

References 10 publications

(2 reference statements)

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“…The ICED methodology was initially taught as a formal summer short course as part of the NASA Engineering and Safety Center Academy Program in July 2008 at Penn State University to instruct NASA engineers in the art and science of innovative engineering design [8]. A follow-on study, led by a small university student team, selected one of the concepts generated during the course and developed a solution to a problem NASA was struggling to solve for over 50-years, the safe land landing of a crewed space capsule [9].…”

Section: Iced Methodologymentioning

confidence: 99%

“…He initiated and led a research team which verified the technical cause of the accident and accurately predicted impact damage to Orbiter vehicles and an R&D team which developed an on-orbit repair technique to fix a damaged wing leading edge in space. When returned from space he formalized his innovative engineering design strategy into a pedagogy called Innovative Conceptual Engineering Design (ICED) [8].…”

Section: Origins Of the Programmentioning

confidence: 99%

See 1 more Smart Citation

Six-year evolution of a space-inspired collaborative problem-solving study program in Finland

Gebejes¹,

Immonen²,

Camarda³

2022

4th Symposium on Space Educational Activities

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This paper presents the results of the six-year qualitative longitudinal case-study of the Epic Challenge study program in Finland. Created in 2008 for NASA engineers, the Epic Challenge program has grown and evolved to teach collaborative problem solving that reaches across different disciplines and ages. The paper presents an overview and evolution of program features and teaching methodologies. In the program, students learn a challenge-based methodology called Innovative Conceptual Engineering Design (ICED) and use this methodology to develop innovative solutions connected to the overarching challenge of sustainable human habitation of Mars. The program is built around the assumption that space exploration as a complex, multidisciplinary challenge provides the inspiration, a driving force and integrated curriculum for teaching Science, Technology, Engineering and Math (STEM) concepts and problem-solving techniques in four key areas: teamworking, networking, systems thinking and innovation. In 2015 the program was adopted and fused with a phenomenon-based learning curriculum in Finland, and it grew to be taught to students of various backgrounds from high-school to doctoral level. The course delivery and content were modified annually based on lessons learned and more than 500 students have gone through the program in Finland. The paper presents the evolution of key program features and concludes by presenting the most robust features of the program implementations that could benefit space agencies, companies and faculty interested in promoting space and STEM related competences.

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Section: Iced Methodologymentioning

confidence: 99%

Section: Origins Of the Programmentioning

confidence: 99%

Six-year evolution of a space-inspired collaborative problem-solving study program in Finland

Gebejes¹,

Immonen²,

Camarda³

2022

4th Symposium on Space Educational Activities

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“…As Charles Camarda, a NASA astronaut and Senior Advisor for Engineering Development stated, "You have to fail in order to be successful and there are smart ways to fail. So, I try to teach students how to fail smart, fast, small, cheap, early, and often" [5]. A cleverly designed entreprenursery would be the ideal environment for aspiring entrepreneurs to learn to fail with limited fallout.…”

Section: Ongoing Generation Of Creativitymentioning

confidence: 99%

From creativity to value creation

Citraro¹,

Carcano²,

Carpanzano³

et al. 2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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In today’s world, globally interconnected, volatile, and characterized by a sky-rocketing complexity, significant and unprecedented interdisciplinary is required among various stakeholders to create resilient and innovative value chains. Within this compelling context, we focus on the new role that university-industry collaboration plays on a large scale in bridging the gap between idea generation and value creation to economy and society. A new way to promote attitude towards entrepreneurial leadership at an early stage among students and teachers is experienced by linking curricular and extracurricular teaching and contents, as well as by supporting voluntary learning “on demand” among students. Intertwined links are indeed possible within a nursery environment, so-called Entreprenursery, where students are encouraged to express their creativity, both by raising startup ideas and by solving companies’ technical and scientific issues. Entrepreneurial students are thus supported in their innovative ideas through collaboration with teachers, experts, entrepreneurs. They are also stimulated to engage other students to be part of an interdisciplinary team. Cooperation in supporting cross-fertilization of creative ideas will be fed by competencies, an openminded environment, and where diversity integration plays an important role. Only through different thinking is it possible to develop outstanding achievements. Coordination is guaranteed by a collaborative IT platform, which is also open to SMEs to facilitate them in involving entrepreneurial students. Within this new collaborative framework, all stakeholders will profit from reciprocal learning and creativity, increasing the entrepreneurial attitudes of students and teachers and thus accelerating the transfer of academic startup ideas into industrial applications and business opportunities.

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S-Field Analysis Innovation Method Exercise in a Computer-Integrated Manufacturing Course

Jakšić¹

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Developing an ability to innovate in an undergraduate engineering program has been addressed through the theory of inventive problem solving (TRIZ). In particular, an exercise using S-force analysis is developed for a computer-integrated manufacturing course. The exercise deals with an electro-mechanical pneumatic system-a desktop punch press suitable for use in a laboratory environment. First, a preliminary flawed design is analyzed to identify physical contradiction. An S-field analysis is performed so that a new design having the physical contradiction resolved can be proposed and implemented.

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Innovative Conceptual Engineering Design A Template To Teach Innovative Problem Solving Of Complex Multidisciplinary Design Problems

Cited by 3 publications

References 10 publications

Six-year evolution of a space-inspired collaborative problem-solving study program in Finland

Six-year evolution of a space-inspired collaborative problem-solving study program in Finland

From creativity to value creation

S-Field Analysis Innovation Method Exercise in a Computer-Integrated Manufacturing Course

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