New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Design in Engineering Education
Invention and the dynamics of creating new, useful and non-obvious knowledge in creative practice is a universal design challenge for engineering students. A process enigma often arises from the difficulty of learning and navigating the US patent system for the first time, while simultaneously pursuing the engineering design challenge itself. As an inventor (34 US Utility Patents), and an educator, I have been seeking a case based methodology of incorporating patent researching methods into engineering design classroom practice. Building on research, specifically patent research as a foundational design heuristic, I have integrated a case study based “invention narrative” workshop, with a design studio experience, for teaching the patent system, patent research, and the design research process for engineering design and invention.
This workshop is built around the Case study invention of Barbed Wire as a practical foundation for studying the design process. The evolution of barbed wire, the key players, and their patents provide a real world context for the lessons of this workshop. The basic nature of the technology of twisted wire provides for the inclusion of a student studio barbed wire design challenge to be incorporated into the lessons of the workshop experience. In addition, this paper will explore the use of patent research, as a foundational design research methodology for strategically focusing design into novel technical spaces. I refer to these new, useful, and non-obvious inventive design spaces as the technical “white space” for new knowledge contributions arising from design.
Brown, D. P. (2016, June), Teaching Patents And Design Novelty to Engineering Students A Narrative Case Study Based Approach Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26041
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