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S-Field Analysis Innovation Method Exercise in a Computer-Integrated Manufacturing Course

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Entrepreneurship Faculty Development

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count


Page Numbers

22.1268.1 - 22.1268.8



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Paper Authors


Nebojsa I. Jaksic Colorado State University-Pueblo Orcid 16x16

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Nebojsa I. Jaksic received the Dipl. Ing. degree in electrical engineering from Belgrade University in 1984, the M.S. in electrical engineering, the M.S. in industrial engineering, and the Ph.D. in industrial engineering from the Ohio State University in 1988, 1992, and 2000, respectively. From 1992 to 2000 he was with DeVry University in Columbus, OH. In 2000, he joined Colorado State University-Pueblo, where he is currently a professor and the mechatronics program director. Dr. Jaksic's interests include innovation methods, manufacturing processes, automation, and nanotechnology education and research. He is a member of ASEE, IEEE, SME, and MRS.

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Evaluation of Innovation Methods for use in Engineering CoursesAbstract This year, Society of Manufacturing Engineers (SME) has predicted that in 2011 the USwill lose its world leadership standing in manufacturing. While this fact does not seem to beimportant today, the consequences are far reaching. The innovation productivity and innovationquality combined with latest technological advances must increase in order to stop the country'stechnological and manufacturing decline. Currently, the engineering schools are concentrated oneducating solid problem solvers. However, for the future, this is not enough. Thus, the educationof engineers, the primary leaders of our innovation based society, must also include topics likeentrepreneurship, intellectual property, innovation techniques, history of innovation, disruptivetechnologies, proposal writing, project planning and control, etc., and must enhance students’inventive and entrepreneurial skills.Adopting a simplistic view for brevity (this will be elaborated in the full paper) one can reasonthat there is a hierarchy that can be established between intelligence, creativity, innovation, andentrepreneurship, where the former is a necessary condition for the later. In general, intelligenceand subject expertise may lead to creating ideas (ideation). Some of these ideas may lead toinnovative problem solutions or inventions. Usually, creation of a working physical (sometimesimproved) prototype ends the innovation process and starts the entrepreneurial process(commercialization).Creativity, in general, can be quantitatively measured as a number of novel ideas. In engineering,the quality (feasibility) of these ideas also needs to be taken into account. In engineeringeducation research, a number of techniques are implemented to enhance ideation and developcreativity. They include 6-3-5 brainstorming, morphological analysis, transformational designusing mind-mapping, designing by analogy, principles of historical innovators, and variouscombinations of the aforementioned techniques. Developing an ability to innovate has beenapproached through improvisation and theory of inventive problem solving (TRIZ). The aboveapproaches and methods (with associated software suits where applicable) are evaluated for theinclusion in the classroom/laboratory settings to create more innovative engineers. To developskills required for innovative problem solving leading to inventions, specific problems withaccompanying laboratory exercises are developed and presented.

Jaksic, N. I. (2011, June), S-Field Analysis Innovation Method Exercise in a Computer-Integrated Manufacturing Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18671

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