3. The National Academy of Engineers (NAE) suggests that the essence of engineering —the iterative process of designing, predicting ---performance, building, and testing —should be taught from the earliest stages of --the curriculum, including the first year. -- (National Academy of Engineers, 2005).
4. The educational role of faculty members is not to impart knowledge; it is to design learning environments that support the process of knowledge acquisition . -- (Adams and Felder, 2008; National Research Council, 2000).
5. Competency in Educational Design requires Domain-Specific (content) Knowledge Knowledge in Teaching and Learning Reflective Educational Practice
7. “Creativity as the production of something that is both new and truly valuable” -- Rothenberg
8. “It would seem to be our responsibility to produce some creative engineers or at least not to extinguish the creative spark in our students.” – Richard Felder
14. Richards (1998) recommends a series of activities to incite creativity when faced with an engineering problem: • Immerse yourself in a domain or problem; • Be prolific—generate lots of ideas; • Use tools for representations and thoughts (e.g., brainstorming,notebooks &sketches); • Play with ideas; • Avoid premature closure;
15. • Don’t be afraid to be different; • Be open and receptive to new ideas; • Do it—practice your craft; • Maintain a product orientation; • Relax—indulge your diversions; • Reflect—review what you have done; • Have fun!
16. The National Curriculum Handbook included creativity within the section on thinking skills: ‘Creative thinking skills . . .enable students to suggest hypotheses, to generate and extend ideas, to apply imagination, and to look for alternative innovative outcomes.’
45. Exclusively available at the Dyson online store and select design stores The Dyson Air Multiplier introduced the amazing technology of a fan with no blades video
48. ‘Creativity is the application of knowledge and skills in new ways to achieve a valued goal. To achieve this, learners must have four key qualities: 3 1 4 2
49. 1 The ability to identify new problems, rather than depending on others to define them
50. 2 The ability to transfer knowledge gained in one context to another in order to solve a problem
51. 3 A belief in learning as an incremental process, in which repeated attempts will eventually lead to success
52. 4 The capacity to focus attention in the pursuit of a goal, or set of goals. (Seltzer & Bentley, 1999).
