Creative Problem Solving in Capstone Design（顶石设计的创造性的解决问题）.pdfVIP

Creative Problem Solving in Capstone Design Edward Lumsdaine Professor of Mechanical Engineering, Michigan Technological University Abstract This paper describes the 2006/07 capstone design course at Michigan Technological University, which had 121 students assigned to 24 project teams. The teams were formed based on the Herrmann Brain Dominance Instrument (HBDI) results, sponsor requirements, student GPA and special qualifications. During the first semester, the emphasis of the course was on creative problem solving, team building, and learning the 12-step design process with the associated documentation and thinking skills. During the second semester, the emphasis shifted to design for X. Other topics covered were prototyping, optimization and quality (Six Sigma, FMEA, QFD, and robust engineering) as well as new data management tools and ethics. First semester results showed marked improvement in written and oral communication and understanding of team development and dealing with conflict or language barriers. None of the teams were found to be dysfunctional—this achievement was particularly noted by Mechanical Engineering staff involved with the design teams. Also, all project sponsors were satisfied with the progress of their teams. One team expressed the value of the new approach this way: “We would have charged ahead with our first idea, but then we were “forced” to use the creative problem solving process. We now see that our final design solution is far superior to what we would have accomplished with our initial concept and limited range of thinking modes.” Background and Opportunity Creative problem solving was a required freshman course in Electrical Engineering at Michigan Technological University from 1994 to 1998. Also, a creative problem solving course 1 was taught for general engineering; it was open as a technical elective to all other students. However, after 2000, when th