This document discusses the importance of creativity in engineering education. It suggests incorporating techniques to develop creativity throughout the engineering curriculum, rather than as an elective. Specific techniques recommended include brainstorming, sketching, avoiding premature closure, playing with ideas, and having fun. While these methods should aim to develop high-level thinking, they should not take too much class time or instructor time. The document also discusses competencies needed for educational design, such as content knowledge, knowledge of teaching and learning, and reflective practice. Overall it emphasizes fostering creativity in students as part of the engineering problem-solving and design process.

1. Creativity in

2. EngineeringEducation

3. The National Academy of Engineers (NAE) suggests that the essence of engineering—the iterative process of designing, predicting ---performance, building, and testing —should be taught from the earliest stages of --the curriculum, including the first year.-- (National Academy of Engineers, 2005).

4. The educational role of faculty members is not to impart knowledge; it is to design learning environments that support the process of knowledge acquisition .-- (Adams and Felder, 2008; National Research Council, 2000).

5. Competency in Educational Design requires Domain-Specific (content) KnowledgeKnowledge in Teaching and LearningReflective Educational Practice

6. Creativity

7. “Creativity as the production of something that is both new and truly valuable” -- Rothenberg

8. “It would seem to be our responsibility to produce some creative engineers or at least not to extinguish the creative spark in our students.” – Richard Felder

9. Professor Richard Felder’s Suggestion on Creative Teaching…

10. Techniques of Creative Thinking + Traditional Methods of Engineering Education

11. Methods intended to develop creativity and high-level thinking skills should not take too much class time

12. To be effective, these techniques must be introduced throughout the curriculum(not as an elective)

13. New methods should also not take too much of the instructor’s time.

14. Richards (1998) recommends a series of activities to incite creativity when faced with an engineering problem:• Immerse yourself in a domain or problem;• Be prolific—generate lots of ideas;• Use tools for representations and thoughts (e.g., brainstorming,notebooks &sketches);• Play with ideas;• Avoid premature closure;

15. • Don’t be afraid to be different;• Be open and receptive to new ideas;• Do it—practice your craft;• Maintain a product orientation;• Relax—indulge your diversions;• Reflect—review what you have done;• Have fun!

16. The National Curriculum Handbook included creativity within the section on thinking skills:‘Creative thinking skills . . .enable studentsto suggest hypotheses, to generate and extend ideas,to apply imagination, andto look for alternative innovative outcomes.’

18. Chair ?Four legsArmsBack rest………

20. Chair Why Not like this?

28. Suggest HypothesesWe don’t require vessel / tumbler/ container to drink water…

29. We drink water like this…

34. Apply Imagination

35. Miniature hard drive + head phones = ?

43. Look For Alternative Innovative Outcomes

44. Fan ?

45. Exclusively available at the Dyson online store and select design stores The Dyson Air Multiplier introduced the amazing technology of a fan with no bladesvideo

46. Watermelon ….Shape?

48. ‘Creativity is the application of knowledge and skills in new ways to achieve a valued goal. To achieve this, learners must have four key qualities:3142

49. 1The ability to identify new problems, rather than depending on others to define them

50. 2The ability to transfer knowledge gained in one context to another in order to solve a problem

51. 3A belief in learning as an incremental process, in which repeated attempts will eventually lead to success

52. 4The capacity to focus attention in the pursuit of a goal, or set of goals.(Seltzer & Bentley, 1999).

53. Thank YouProf.P.MadarValliGIT,Gitam UniversityIndia