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- Creators: Debussy, Claude, 1862-1918
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
Description
Design problem formulation is believed to influence creativity, yet it has received only modest attention in the research community. Past studies of problem formulation are scarce and often have small sample sizes. The main objective of this research is to understand how problem formulation affects creative outcome. Three research areas are investigated: development of a model which facilitates capturing the differences among designers' problem formulation; representation and implication of those differences; the relation between problem formulation and creativity.
This dissertation proposes the Problem Map (P-maps) ontological framework. P-maps represent designers' problem formulation in terms of six groups of entities (requirement, use scenario, function, artifact, behavior, and issue). Entities have hierarchies within each group and links among groups. Variables extracted from P-maps characterize problem formulation.
Three experiments were conducted. The first experiment was to study the similarities and differences between novice and expert designers. Results show that experts use more abstraction than novices do and novices are more likely to add entities in a specific order. Experts also discover more issues.
The second experiment was to see how problem formulation relates to creativity. Ideation metrics were used to characterize creative outcome. Results include but are not limited to a positive correlation between adding more issues in an unorganized way with quantity and variety, more use scenarios and functions with novelty, more behaviors and conflicts identified with quality, and depth-first exploration with all ideation metrics. Fewer hierarchies in use scenarios lower novelty and fewer links to requirements and issues lower quality of ideas.
The third experiment was to see if problem formulation can predict creative outcome. Models based on one problem were used to predict the creativity of another. Predicted scores were compared to assessments of independent judges. Quality and novelty are predicted more accurately than variety, and quantity. Backward elimination improves model fit, though reduces prediction accuracy.
P-maps provide a theoretical framework for formalizing, tracing, and quantifying conceptual design strategies. Other potential applications are developing a test of problem formulation skill, tracking students' learning of formulation skills in a course, and reproducing other researchers’ observations about designer thinking.
This dissertation proposes the Problem Map (P-maps) ontological framework. P-maps represent designers' problem formulation in terms of six groups of entities (requirement, use scenario, function, artifact, behavior, and issue). Entities have hierarchies within each group and links among groups. Variables extracted from P-maps characterize problem formulation.
Three experiments were conducted. The first experiment was to study the similarities and differences between novice and expert designers. Results show that experts use more abstraction than novices do and novices are more likely to add entities in a specific order. Experts also discover more issues.
The second experiment was to see how problem formulation relates to creativity. Ideation metrics were used to characterize creative outcome. Results include but are not limited to a positive correlation between adding more issues in an unorganized way with quantity and variety, more use scenarios and functions with novelty, more behaviors and conflicts identified with quality, and depth-first exploration with all ideation metrics. Fewer hierarchies in use scenarios lower novelty and fewer links to requirements and issues lower quality of ideas.
The third experiment was to see if problem formulation can predict creative outcome. Models based on one problem were used to predict the creativity of another. Predicted scores were compared to assessments of independent judges. Quality and novelty are predicted more accurately than variety, and quantity. Backward elimination improves model fit, though reduces prediction accuracy.
P-maps provide a theoretical framework for formalizing, tracing, and quantifying conceptual design strategies. Other potential applications are developing a test of problem formulation skill, tracking students' learning of formulation skills in a course, and reproducing other researchers’ observations about designer thinking.
ContributorsDinar, Mahmoud (Author) / Shah, Jami J. (Thesis advisor) / Langley, Pat (Committee member) / Davidson, Joseph K. (Committee member) / Lande, Micah (Committee member) / Ren, Yi (Committee member) / Arizona State University (Publisher)
Created2015
Description
A concept found that students struggle with in statics and dynamics is free body diagrams. To capture the difficulties students have with this concept, faculty interviews were conducted to determine common errors seen in a classroom setting. The feedback was used to pull questions from a statics concept inventory focused on free body diagrams. Students who have passed statics and dynamics courses in their engineering degree were asked to participate in talk alouds to confirm the faculty input. The talk alouds provided first hand observations of the student thought process when they perform common errors in creating free body diagrams. The results highlighted that students commonly add forces that are not there or fail to only depict the external forces acting on the system in question. A professor describes the occurrence when students insist on adding forces that are not there as phantom forces. To remedy the idea of phantom forces, an intervention was proposed to be implemented into the classroom.
ContributorsTwet, Samantha Ann (Author) / Brunhaver, Samantha (Thesis director) / Lande, Micah (Committee member) / Barrett, The Honors College (Contributor)
Created2015-05
Description
Makers are those who enjoy creating things and learning new skills, as well as interacting within a connected community (Doughtery, 2012). Through the analysis of Makers as part of a larger study (Jordan & Lande, 2013) a researcher had noticed the emergence of leadership traits within the Maker community (Oplinger, Jordan, and Lande, 2015). The National Academy of Engineering has determined that leadership is a key quality for the engineer of the future (Clough, 2004). The Engineering Accreditation Commission has determined several necessary outcomes for engineering students that coincide with leadership roles (Engineering Accreditation Commission, 2012). Proactiveness, confidence, motivation, communication, coaching will be important skills for engineers so that they can effectively lead teams, adjust to change, and synthesize (Ahn, Cox, London, Cekic, and Zhu, 2014). In National Academy of Engineering's The Engineer of 2020 (Clough, 2004) future engineers are expected to be in position to influence "in the making of public policy and in the administration of government and industry." The Maker community offers a broad spectrum of individuals engaged in informal engineering and tinkering activities across multiple pathways (Foster, Wigner, Lande, and Jordan, 2015). This study explores leadership using a theoretical framework of competing values (Quinn, 1988) (Zafft, Adams, and Matkin, 2009) including relating to people, managing processes, leading change, and producing results. The study relies upon artifact elicitation (based on photo elicitation (Harper, 2002)) with 40 of these Makers at four Maker Faires in the United States. The artifact elicitation interviews were conducted at the Maker Faires in front of participants' inventions, where the Makers were asked to describe the invention and the process behind it. Using a theoretical framework of competing values (Quinn, 1988) (Quinn, Faerman, Thompson, and McGrath, 1990) and through parallel inductive-deductive analysis, the emergent themes among our sample of Makers include that they express leadership qualities of (1) innovators \u2014 they utilize different skillsets to develop unique products and solutions; (2) monitors \u2014 they evaluate projects and respond to results; (3) directors \u2014 they set goals and expectations of their projects and processes; and (4) producers \u2014 they are determined and possess a personal drive. From the findings a call to action is made on implementing leadership lessons in the engineering classroom.
ContributorsOplinger, James Logan (Author) / Lande, Micah (Thesis director) / Jordan, Shawn (Committee member) / Barrett, The Honors College (Contributor)
Created2015-05
Description
Adaptive expertise is a model of learning that posits two dimensions of development: efficiency and innovation. The mindset of an adaptive expert will serve any engineer by drawing upon diverse experiences to develop novel solutions to problems. Their mindset is based in lifelong learning, characterized by applying past experience to current design challenges. Solution design requires a process, and a breadth of experience is among the adaptive expert's greatest tools in identifying the approach to take in an unfamiliar situation. The fluidity and agility of their mind allows them to work effectively throughout their career in technical design, as the situation of an engineer's design work can vary drastically over the course of time. This paper describes a study on an innovative junior-level electrical and robotic systems project course taught at a large southwestern university that encourages students to develop adaptive expertise in the context of real-world design projects. By fabricating prototypes, students learn strategies for troubleshooting and technical design, and iterations of the part demand reflection on previous design thinking. This study seeks to answer the following research questions: (1) How does user-centered design stimulate abstractive design thinking? (2) How does fabrication of prototypes stimulate active design thinking? And (3) How is the classroom culture enabling engineering design in the optimal adaptability corridor? Critical incident interviews were conducted with stakeholders in the course, and a thematic analysis of the transcripts conducted. Results show that this project-based curriculum fosters adaptive expertise by stimulating both abstractive and active design thinking. This provides a framework for practicing adaptive design thinking in classrooms. Disseminating these findings to curriculum designers will encourage more engaging, effective classes that graduate adaptive experts.
ContributorsLarson, James Robert (Author) / Jordan, Shawn (Thesis director) / Lande, Micah (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Effective communication and engineering are not a natural pairing. The incongruence is because engineering students are focused on making, designing and analyzing. Since these are the core functions of the field there is not a direct focus on developing communication skills. This honors thesis explores the role and expectations for student engineers within the undergraduate engineering education experience to present and communicate ideas. The researchers interviewed faculty about their perspective on students' abilities with respect to their presentation skills to inform the design of a workshop series of interventions intended to make engineering students better communicators.
ContributorsAlbin, Joshua Alexander (Co-author) / Brancati, Sara (Co-author) / Lande, Micah (Thesis director) / Martin, Thomas (Committee member) / Industrial, Systems and Operations Engineering Program (Contributor) / Software Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05