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

Nebojsa I. Jaksic

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Entrepreneurship Faculty Development
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 8
Page Numbers: 22.1268.1 - 22.1268.8
DOI: 10.18260/1-2--18671
Permanent URL: https://peer.asee.org/18671
Download Count: 306

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Nebojsa I. Jaksic Colorado State University-Pueblo orcid.org/0000-0003-1695-790X

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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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Abstract

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.

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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

TY - CPAPER
AB - 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&#39;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.
AU - Nebojsa I. Jaksic
CY - Vancouver, BC
DA - 2011/06/26
PB - ASEE Conferences
TI - S-Field Analysis Innovation Method Exercise in a Computer-Integrated Manufacturing Course
UR - https://peer.asee.org/18671
DO - 10.18260/1-2--18671
ER -