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Innovative Thinking: Desired Skills And Related Activities

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Entrepreneurship Education

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count

40

Page Numbers

13.750.1 - 13.750.40

DOI

10.18260/1-2--3656

Permanent URL

https://peer.asee.org/3656

Download Count

538

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Paper Authors

author page

Daniel Raviv Florida Atlantic University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Innovative Thinking: Desired Skills and Related Activities

Daniel Raviv Department of Electrical Engineering Florida Atlantic University, Boca Raton, FL 33431 E-mail: ravivd@fau.edu 561 297 2773

Abstract This paper describes a new interdisciplinary graduate course titled: “Innovative Thinking” aimed at enhancing students’ innovation-related skills as well as students’ reflections on the class. The main idea is to develop a student-centered environment that helps students to develop a can-do, proactive, innovative mindset; an environment that will light their spark of innovation, and provide them with resources to translate their ideas from paper to prototype. We have identified four major groups of relevant skills, namely, problem solving, “big picture”, personal and social skills, and used several different activities to try to boost them. A variety of projects and challenges, and multi- sensory activities were synthesized to create an empirical, authentic, and multi-disciplinary experience.

This effort is in line with our college longer term goal to infuse engineering curriculum with overarching traits of innovation, leadership, and entrepreneurship, so that at the end of their formal studies, the students will become “Innovation Ambassadors” who think and lead innovatively.

In addition to my interactive presentations on topics like different types of innovation, and actual innovations of the last century, I used Stanford University Educators’ Corner video clips on Creativity, Innovation, and Entrepreneurship. In addition, the students viewed and discussed innovation in video clips, from “Dead Poet Society”, “Who Moved my Cheese”, and “FISH.”

To achieve the goals of this course, i.e., enhancing innovative skills, the students were involved in multiple activities, among them: • Team building and communication, for example, finding a way out of an imaginary electric maze, weekly team-based discussions of ideas, web submission of captions to the New Yorker Cartoon Competitions, and inventing games (show and tell) • Problem solving activities, including solving multidisciplinary advanced brain teasers, and later discuss them in class • Inventive projects, such as “warning system for those who do not wash hands before leaving a restroom”,” system that calls the elevator when a familiar person is approaching”, and “visual simulation of driving behavior.” Projects had specific deadlines and towards the end of the semester working prototypes had to be presented • Presentations on “Innovative Ideas”, “Innovative People, Game or Movie”, “Innovative Company”, “Sustainable Innovation”, “Important Innovation”, “Innovation in Arts”, “Innovation in

Raviv, D. (2008, June), Innovative Thinking: Desired Skills And Related Activities Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3656

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