Daly, S. R., & Christian, J. L., & Yilmaz, S., & Seifert, C. M., & Gonzalez, R. (2011, June), Teaching Design Ideation  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18507

\bibitem{asee_peer_18507}
  Daly, S. R., \& Christian, J. L., \& Yilmaz, S., \& Seifert, C. M., \& Gonzalez, R. (2011, June), \emph{Teaching Design Ideation}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18507

Shanna R. Daly, James Loren Christian, Seda Yilmaz, Colleen M. Seifert, and Richard Gonzalez.  "Teaching Design Ideation".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18507 Internet.  08 Jan, 2025

\bibitem{asee_peer_18507}
  Shanna R. Daly, James Loren Christian, Seda Yilmaz, Colleen M. Seifert, and Richard Gonzalez.
  "Teaching Design Ideation".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18507 Internet.  08 Jan, 2025

@INPROCEEDINGS{asee_peer_18507
author = "Shanna R. Daly, James Loren Christian, Seda Yilmaz, Colleen M. Seifert, and Richard Gonzalez"
title = "Teaching Design Ideation"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18507}
number = {10.18260/1-2--18507}
}

TY  - CPAPER
AB  -                                   Teaching Design IdeationAbstractA continuous challenge for engineering students is to generate creative designs. Many times,creative outcomes can be traced to idea generation; however, engineering students struggle togenerate multiple ideas (Cross, 2001) and become attached to first ideas, even when they realizethose ideas have serious flaws or challenges (Ball et al., 1994; Rowe, 1987; Ullman et al., 1988).Even when students suggest creative ideas, they do not use a specific strategy that can help themexplore the larger potential solution space, limiting their ability to suggest alternative creativesolutions.The challenge for engineering educators, on the other hand, is how to teach students creativity inengineering design courses. Based on advanced student and practitioner data from engineeringand industrial design, we developed design strategies to support diverse and creative conceptsduring initial idea generation for the design of products. We call these strategies “designheuristics,” because, once integrated into a designer’s ideation process, they serve as cognitiveshortcuts for creative, multiple, and diverse idea generation.In this study, we provided a brief educational session about the design heuristics toapproximately 100 students in an introductory engineering course, and analyzed their designconcepts as a result of heuristic use. This paper demonstrates example outcomes of thoseconcepts, along with a discussion of the creativity and diversity of their ideas, and a comparisonto some example concepts for the same design problem that were generated without the use ofheuristics.
AU  - Shanna R. Daly
AU  - James Loren Christian
AU  - Seda Yilmaz
AU  - Colleen M. Seifert
AU  - Richard Gonzalez
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Teaching Design Ideation
UR  - https://peer.asee.org/18507
DO  - 10.18260/1-2--18507
ER  -