1. Researching Ideation across Disciplines and Universities Dr. Seda Yilmaz, Dr. Shanna Daly, and Dr. Kathryn Jablokow Dr. Eli Silk, Wesley Teerlink, and Christian Wehr Moderator Luis Rico-Gutierrez Dean, College of Design, Iowa State University

2. Agenda for Today Introductions Background on our research Logistics of our collaboration Highlights of our research outcomes Our plans for dissemination Final Discussion & Feedback

3. Funded by the National Science Foundation, Research in Engineering Education Program, 5/2013 – 4/2016 Objective: to explore how engineers ideate and how we can assist them in flexing along a continuum of ideation: from more adaptively to more innovatively. We are studying the impact of three factors on engineering ideation: 1.Problem framing 2.Ideation tools 3.Teaming Data collection: Pre-engineering students at UofM Undergraduate and graduate engineering students at PSU Undergraduate and graduate engineering and design students at ISU Background on our research…

4. Idea Generation is KEY in the Design Process Idea generation determines the quality of ideas that enter the ‘design process funnel’, and therefore drives the quality of the overall design cycle. Images Source: Goddard Technologies Website http://www.goddardtech.com/ideation-process/

5. KAI: Our Benchmark for Ideation Flexibility Adaption- Innovation Theory Cognitive Function Cognitive Level Cognitive Style Motive Opportunity Cognitive Style Preference for structure in ideation KAI Inventory Validated Reliable

6. Differences in how we approach our work

7. 95 (gen. pop. mean) 145 16032 45 More Adaptive (prefer more structure) doing better More Innovative (prefer less structure) doing different 68 % 112 78 95 % 61129 All KAI scores are equally good. A typical KAI distribution

8. We need a diversity of levels and styles to solve the design challenges we face today.

9. Our research plan …

10. Logistics of our collaboration… 1 Faculty in Industrial Design 1 Graduate student in Industrial Design 4 Undergraduate students in Design and Engineering 1 Faculty in Engineering Education 2 Undergraduate students in Engineering 1 Faculty in Education (@Rutgers) 1 Faculty in Mechanical Engineering 1 Graduate student in Mechanical Engineering 4 Undergraduate students in Engineering

11. Highlights of our research outcomes… Data collection: 200 pre-engineering students at UofM 200 freshmen engineering students at Penn State 200 sophomore engineering, 80 senior/graduate engineering, and 40 undergrad/grad industrial design students at ISU = ~720 students at varying levels of studies

12. The term “framing effect” refers to differences in how individuals respond to different descriptions or “framings” of the same problem with respect to: Variations in participant expectations Types of goal setting Alternative task instructions What is FRAMING? Problem X Problem Y Problem Z

13. Your turn... Idea Generation Session with Problem Framing 2 blue yellowDesign solutions for the problem provided on the blue and yellow sheets. Please get together with a partner who has generated solutions for the problem on a ‘different colored’ sheet. Discuss your solutions with your partner. How were your problems different? What kind of solutions did the problem statements lead you to generate? Generate different ideas Avoid evaluating your ideas Record your ideas using drawings and text

14. Cognitive heuristics Reasoning processes that do not guarantee the best solution, but often lead to potential solutions by providing a short-cut. design heuristics Concept modifiers that quickly lead to a potential solution, providing the opportunity for a novel design to occur. Professional Designer Award-winning Products Think-aloud Design Task 77 cards What are Design Heuristics?

15. Initial Ideas Obvious Ideas Design Heuristics push you to more fully explore the potential solution space. DESIGN SOLUTION SPACE

16. Idea Generation with Design Heuristics title introducing heuristic explanation of heuristic product example that uses heuristic seating device that uses heuristic

17. Why working as dyads? Generating ideas in teams brings diverse skill sets together. Respect each other and use each other as a resource. Actively participate Stay on topic Clarify ideas Build on each other’s ideas Combine ideas Note your approach and how it is similar to or different from your partner’s!

18. Your turn... Idea Generation Session in Pairs Work collaboratively Record individually Generate ideas in your team, but record them individually Record who came up with the idea and your level of contribution to each idea Remember Generate different ideas Avoid evaluating your ideas Record your ideas using drawings and text

19. Workshop with an Engineering Firm

20. Workshop at an Engineering Design Conference

21. Peer-Reviewed Conference Papers Silk, E. M., Daly, S. R., Jablokow, K. W., Yilmaz, S., & Rosenberg, M. (2014, April). Interventions for ideation: Impact of framing, teaming, and tools on high school students’ design fixation. Paper presented at the 2014 annual meeting of the American Educational Research Association (AERA), Philadelphia, PA, USA. Silk, E. M., Daly, S. R., Jablokow, K. W., Yilmaz, S., & Rosenberg, M. (2014, June). The design problem framework: Using adaption-innovation theory to construct design problem statements. Paper published in the Proceedings of the American Society for Engineering Education (ASEE) 2014 Annual Conference, Indianapolis, IN, USA. Yilmaz, S., Daly, S. R., Jablokow, K. W., Silk, E. M., & Rosenberg, M. (2014, June). Investigating impacts on the ideation flexibility of engineers. Paper published in the Proceedings of the American Society for Engineering Education (ASEE) 2014 Annual Conference, Indianapolis, IN, USA.

22. ASEE NSF Grantee’s Poster Session

23. UofM Engineering Education Poster Fair

24. Penn State College of Engineering Research Symposium

25. UofM Research Opportunity Program

26. Design Problem Framework (DPF)

27. An Expanded Variety Metric

28. Paradigm Relatedness

29. An Elaboration Metric

30. Mapping students’ ideation behaviors to KAI

31. Our goals for the next two years… Initial Ideation space Independent Variable: Cognitive style AI Expanded Ideation space Independent Variable: Cognitive Style A I Ideate more adaptively Ideate more innovatively Dependent Variable : Ideation Output Factors: Applied separately and in combination Input Factors Output YEAR 1: Separate Effects YEAR 2: Partial Interaction Effects YEAR 3: Full Interaction Effects YEAR 1: Separate Effects

32. Our research roadmap… How do student idea generation practices and outcomes relate to their cognitive style? How do different factors impact student idea generation practices? Factors: - Problem Framing - Ideation Tools - Interaction with Others Analyze relationships between existing measures, cognitive style, and student ideation outcomes Develop an assessment tool to measure ideation flexibility Goals of our Current Proposal Future Goal

33. Our plans for dissemination… Ideation TRIO Ideation TRIO Supplements Ideation Flexibility Study Outcomes Raw data Supplements that will grow each year with the results of the combination studies PFP 77CH DG Ideation Curriculum Evaluations and suggestions based on lessons learned through implementation Lessons learned Solution concepts collected during pre-post interventions, open-survey responses Best practices Case studies Shared database 1.Co-Creation of materials at National Conferences and through Local Working Groups 2.Ideation Flexibility Workshop 3.User-Led Local Workshops (ULL) 4.Website for spreading the word (Ideation Flexibility TRIO)

34. www.ideationflexibility.org

35. Thank You! Shanna, Kathryn, Seda, and Christian

36. What are the benefits and challenges of integrating different disciplines? How does this project differ from projects that focus on one discipline only? What are the connections among industrial design, engineering, and education in terms of the curricular integrations of research outcomes? What opportunities for professional development do cross-disciplinary projects offer to the graduate students involved? Final Discussion & Feedback…