Divergent thinking in engineering: Diverse exploration is key to successful project outcomes
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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8
- DOI
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10.18260/1-2--41921
- Permanent URL
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https://peer.asee.org/41921
- Download Count
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607
Paper Authors
Laura Murphy University of Michigan
Laura is a PhD Candidate in Design Science at the University of Michigan, Ann Arbor. Her work investigates inclusive design processes, developing strategies for practicing engineers to more deeply account for diverse perspectives during design activities.
Shanna Daly University of Michigan
Shanna Daly is an Associate Professor in Mechanical Engineering in the College of Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. degree in Engineering Education from Purdue University. In her work, she characterizes front-end design practices across the student to practitioner continuum, develops empirically-based tools to support design best practices, and studies the impact of front-end design tools on design success. Specifically, she focuses on divergent and convergent thinking processes in design innovations, including investigations of concept generation and development, exploring problem spaces to identify real needs and innovation opportunities, and approaches to integrate social and cultural elements of design contexts into design decisions.
Colleen Seifert University of Michigan
Shannon Clancy University of Michigan
Shannon M. Clancy (she/they) is a Ph.D. candidate in Mechanical Engineering at the University of Michigan. She earned a B.S. in Mechanical Engineering from the University of Maryland, Baltimore County (UMBC) and an M.S. in Mechanical Engineering from the University of Michigan. Their current research focuses on undergraduate engineering student experiences with divergent thinking and creativity as well as engineering culture and curriculum. This work is motivated by their passion for teaching and mentorship for students of all ages and seeks to reimagine what an engineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world.
Abstract
Engineers have the power to drive innovation and rethink the way the world is designed. However, a key practice often absent from engineering education is facilitating innovation and considering diverse perspectives through divergent thinking. We define divergence in engineering practices as exploring multiple alternatives in any stage of engineering processes. Currently, engineering education and research focuses on divergence primarily in the generation and development of design solutions, supported by idea generation methods such as Brainstorming and Design Heuristics. But in practice, there are many other opportunities throughout an engineering project where engineers may find it useful to explore multiple alternatives. When does divergent thinking take place during engineering problem solving as it is currently practiced? We conducted 90-minute semi-structured interviews with mechanical engineering practitioners working in varied setting to elicit their experiences with divergent thinking taking place in their engineering projects. The initial results document divergent thinking in six different areas of engineering design processes: 1) problem understanding, 2) problem-solving methods and strategies, 3) research and information gathering, 4) stakeholder identification, 5) considering potential solutions, and 6) anticipating implications of decisions. These findings suggest engineers find divergent thinking useful in multiple areas of engineering practice, and we suggest goals for developing divergent thinking skills in engineering education.
Murphy, L., & Daly, S., & Seifert, C., & Clancy, S. (2022, August), Divergent thinking in engineering: Diverse exploration is key to successful project outcomes Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41921
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