An introductory design and innovation course at the University of Tennessee

Abstract

Recent surveys of practicing engineers and employers of engineers have identified a need for engineering education to create opportunities for developing stronger communications and interpersonal skills, improve problem solving techniques, and challenge the creative thinking and conceptualization abilities of engineering students. Traditional teaching methodologies often lack opportunities for students to develop these "soft" skills or limit their exposure to this training to senior capstone design courses. At the University of Tennessee, we have developed an introductory engineering course called BE 211, Engineering Design Workshop which was taught on a pilot basis during the 1994-95 academic year. This course was developed to meet this challenge using multiple team projects as a format. The paper describes our experience with these pilot sections. Among the techniques of note are; the integration of different types of projects to explore all aspects of the problem solving process, using the Myers-Briggs Type Indicator for team formation, teaching team dynamics with the assistance of a consulting psychologist, extensive use of videotape for developing presentation skills, and using written responses to readings and group discussion to integrate technology, society, and engineering ethics issues into the course.