1. ENHANCE CREATIVITY (TEAR DOWN THE BARRIERS)

2. THE DISTINCTIVENESS OF THE ENGINEERING PROFESSION DERIVES FROM THE ABILITY OF THE ENGINEER TO DESIGN “… DESIGN IS THE ESSENCE OF ENGINEERING.” (DIETER, ENGINEERING DESIGN A MATERIALS AND PROCESSING APPROACH) “… DESIGN IS THE ESSENCE OF ENGINEERING.” (DIETER, ENGINEERING DESIGN A MATERIALS AND PROCESSING APPROACH) CREATIVITY IS INTEGRAL TO DESIGN CREATIVITY IS INTEGRAL TO DESIGN –“… TO MAKE SOMETHING THAT HAS NOT STOOD BEFORE, TO REASSEMBLE NATURE INTO SOMETHING NEW.” (PETROSKI, TO ENGINEER IS HUMAN) –“… TO CREATE SOMETHING THAT HAS NEVER BEEN.” (DIETER) A SCIENTIST LOOKS AT NATURE AND SAYS “WHY” - AN ENGINEER LOOKS AT NATURE AND SAYS “WHY NOT” A SCIENTIST LOOKS AT NATURE AND SAYS “WHY” - AN ENGINEER LOOKS AT NATURE AND SAYS “WHY NOT”

3. CIRCLE THE FIGURE THAT IS DIFFERENT FROM ALL THE OTHERS. EXPLAIN THE REASON FOR YOUR CHOICE CIRCLE THE FIGURE THAT IS DIFFERENT FROM ALL THE OTHERS. EXPLAIN THE REASON FOR YOUR CHOICE WHAT IS ONE-HALF OF TWELVE? GIVE AS MANY ANSWERS AS YOU CAN THINK OF. WHAT IS ONE-HALF OF TWELVE? GIVE AS MANY ANSWERS AS YOU CAN THINK OF.

4. BARRIER #1 - THERE IS ONLY ONE RIGHT ANSWER HOW DO WE KNOW IF IT IS THE BEST ANSWER IF WE HAVE NOTHING ELSE TO COMPARE IT WITH HOW DO WE KNOW IF IT IS THE BEST ANSWER IF WE HAVE NOTHING ELSE TO COMPARE IT WITH AVOID A ONE-TRACK MIND AVOID A ONE-TRACK MIND FRENCH PHILOSOPHER EMILE CHARTIER, “NOTHING IS MORE DANGEROUS THAN AN IDEA WHEN IT IS THE ONLY ONE YOU HAVE” FRENCH PHILOSOPHER EMILE CHARTIER, “NOTHING IS MORE DANGEROUS THAN AN IDEA WHEN IT IS THE ONLY ONE YOU HAVE”

5. HOW MANY SQUARES DO YOU SEE? HOW MANY SQUARES DO YOU SEE?

6. BARRIER #2 - LOOKING AT A PROBLEM IN ISOLATION AS WE PROGRESS IN OUR PROFESSIONS, WE BECOME MORE EXPERT IN OUR FIELDS, NATURALLY WE FOCUS ON WHAT WE KNOW WELL AS WE PROGRESS IN OUR PROFESSIONS, WE BECOME MORE EXPERT IN OUR FIELDS, NATURALLY WE FOCUS ON WHAT WE KNOW WELL LEAF - BRANCH - TREE - FOREST -... LEAF - BRANCH - TREE - FOREST -...

7. SKETCH A PATH FROM A TO B SKETCH A PATH FROM A TO B

8. BARRIER #3 - FOLLOWING THE RULES DO NOT MAKE UP RULES AND BARRIERS WHERE NONE EXIST DO NOT MAKE UP RULES AND BARRIERS WHERE NONE EXIST MAY NEED TO QUESTION EXISTING BARRIERS MAY NEED TO QUESTION EXISTING BARRIERS WE SOMETIMES CONTINUE TO FOLLOW RULES WHEN THE ORIGINAL REASON FOR THE RULE NO LONGER EXISTS (TYPEWRITER KEYBOARD) WE SOMETIMES CONTINUE TO FOLLOW RULES WHEN THE ORIGINAL REASON FOR THE RULE NO LONGER EXISTS (TYPEWRITER KEYBOARD)

9. WHAT DO YOU SEE IN THE FIGURE BELOW WHAT DO YOU SEE IN THE FIGURE BELOW

11. BARRIER #4 - NEGATIVE THINKING DISCRIMINATING ABILITY OF THE HUMAN MIND IS VERY IMPORTANT TO SURVIVAL, BUT OFTEN WE MISUSE THIS CRITICAL THINKING MODE BY FOCUSING ONLY ON NEGATIVES BECAUSE OF OUR ATTITUDE DISCRIMINATING ABILITY OF THE HUMAN MIND IS VERY IMPORTANT TO SURVIVAL, BUT OFTEN WE MISUSE THIS CRITICAL THINKING MODE BY FOCUSING ONLY ON NEGATIVES BECAUSE OF OUR ATTITUDE IT IS EASY TO FOCUS ON SMALL SHORTCOMINGS OF AN IDEA (PEOPLE) RATHER THAN APPRECIATE OR RECOGNIZE OR COMPLIMENT THE GOOD FEATURES OR QUALITIES IT IS EASY TO FOCUS ON SMALL SHORTCOMINGS OF AN IDEA (PEOPLE) RATHER THAN APPRECIATE OR RECOGNIZE OR COMPLIMENT THE GOOD FEATURES OR QUALITIES BE APPRECIATIVE AND POSITIVE ABOUT YOUR OWN CREATIVE IDEAS BE APPRECIATIVE AND POSITIVE ABOUT YOUR OWN CREATIVE IDEAS A CHILD TYPICALLY RECEIVES ABOUT 150 NEGATIVE REACTIONS FOR EACH POSITIVE REINFORCEMENT A CHILD TYPICALLY RECEIVES ABOUT 150 NEGATIVE REACTIONS FOR EACH POSITIVE REINFORCEMENT

12. WHAT DO YOU SEE IN THE FIGURE BELOW? WHAT DO YOU SEE IN THE FIGURE BELOW?

13. BARRIER #5 - AVOIDING AMBIGUITY BECAUSE AMBIGUOUS SITUATIONS MAY LEAD TO SERIOUS MISUNDERSTANDINGS AND CONFLICT - WE AVOID THEM BECAUSE AMBIGUOUS SITUATIONS MAY LEAD TO SERIOUS MISUNDERSTANDINGS AND CONFLICT - WE AVOID THEM THE ANALYTICALLY TRAINED MIND (THE ENGINEER) IS ESPECIALLY UNCOMFORTABLE IN THE FACE OF AMBIGUITY - WE PREFER BLACK AND WHITE, NOT BOTH AND DEFINITELY NOT THE VARIOUS SHADES IN BETWEEN THE ANALYTICALLY TRAINED MIND (THE ENGINEER) IS ESPECIALLY UNCOMFORTABLE IN THE FACE OF AMBIGUITY - WE PREFER BLACK AND WHITE, NOT BOTH AND DEFINITELY NOT THE VARIOUS SHADES IN BETWEEN TAKE THE TIME TO EXPLORE THE AMBIGUOUS SITUATION! LOOK FOR POSSIBILITIES FROM MANY DIFFERENT ANGLES! TAKE THE TIME TO EXPLORE THE AMBIGUOUS SITUATION! LOOK FOR POSSIBILITIES FROM MANY DIFFERENT ANGLES!

14. BARRIER #6 - RISK AVOIDANCE OR FEAR OF FAILURE THE TURTLE ONLY MAKES PROGRESS WHEN IT STICKS ITS NECK OUT THE TURTLE ONLY MAKES PROGRESS WHEN IT STICKS ITS NECK OUT BATTING AVERAGE (AN EXCELLENT HITTER FAILS TO GET A HIT TWO OUT OF EVERY THREE AT BATS) BATTING AVERAGE (AN EXCELLENT HITTER FAILS TO GET A HIT TWO OUT OF EVERY THREE AT BATS) IT TOOK EDISON 6,000 TRIES TO FIND A FILAMENT WHICH WOULD WORK AND LEAD TO THE INVENTION OF THE INCANDESCENT LIGHT BULB IT TOOK EDISON 6,000 TRIES TO FIND A FILAMENT WHICH WOULD WORK AND LEAD TO THE INVENTION OF THE INCANDESCENT LIGHT BULB ART FRY - CHEMIST ART FRY - CHEMIST –USED SMALL BITS OF PAPER TO MARK PAGES IN HYMNAL AS HE SANG IN CHURCH CHOIR –PAPER WOULD CONTINUALLY FALL OFF –REMEMBERED A COLLEAGUE WHO HAD DEVELOPED A FAILED ADHESIVE - IT WOULDN’T STICK KEEP LOOKING FOR BETTER IDEAS; TAKE SOME RISKS; BE PERSISTENT! KEEP LOOKING FOR BETTER IDEAS; TAKE SOME RISKS; BE PERSISTENT! USE FAILURES AS A STEPPING STONE TO MORE CREATIVE THINKING AND SUCCESS! USE FAILURES AS A STEPPING STONE TO MORE CREATIVE THINKING AND SUCCESS!

15. WHAT DO OTHERS SAY? THE REFERENCE USED FOR MUCH OF THE MATERIAL PRESENTED HEREIN IS: LUMSDAINE, EDWARD AND LUMSDAINE, MONIKA, CREATIVE PROBLEM SOLVING, THINKING SKILLS FOR A CHANGING WORLD THE REFERENCE USED FOR MUCH OF THE MATERIAL PRESENTED HEREIN IS: LUMSDAINE, EDWARD AND LUMSDAINE, MONIKA, CREATIVE PROBLEM SOLVING, THINKING SKILLS FOR A CHANGING WORLD BURR AND CHEATHAM, MECHANICAL ANALYSIS AND DESIGN BURR AND CHEATHAM, MECHANICAL ANALYSIS AND DESIGN IN ORDER TO DEVELOP A CREATIVE ATTITUDE, ALGER AND HAYES SUGGEST THAT ONE NEEDS SELF-CONFIDENCE, CONSTRUCTIVE DISCONTENT, A POSITIVE OUTLOOK, AN OPEN MIND, AND THE COURAGE OF ONE’S CONVICTIONS. IN ORDER TO DEVELOP A CREATIVE ATTITUDE, ALGER AND HAYES SUGGEST THAT ONE NEEDS SELF-CONFIDENCE, CONSTRUCTIVE DISCONTENT, A POSITIVE OUTLOOK, AN OPEN MIND, AND THE COURAGE OF ONE’S CONVICTIONS.

16. DEITER, ENGINEERING DESIGN A MATERIALS AND PROCESSING APPROACH DEITER, ENGINEERING DESIGN A MATERIALS AND PROCESSING APPROACH... POSITIVE STEPS YOU CAN TAKE TO ENHANCE YOUR CREATIVE THINKING.... POSITIVE STEPS YOU CAN TAKE TO ENHANCE YOUR CREATIVE THINKING. –(1) DEVELOP A CREATIVE ATTITUDE.... –(2) UNLOCK YOUR IMAGINATION.... –(3) BE PERSISTENT.... –(4) DEVELOP AN OPEN MIND.... –(5) SUSPEND YOUR JUDGMENT.... –(6) SET PROBLEM BOUNDARIES....

17. ERTAS AND JONES, THE ENGINEERING DESIGN PROCESS ERTAS AND JONES, THE ENGINEERING DESIGN PROCESS... SEVERAL PERSONALITY CHARACTERISTICS THOUGHT TO CORRELATE WITH CREATIVITY:... SEVERAL PERSONALITY CHARACTERISTICS THOUGHT TO CORRELATE WITH CREATIVITY: –1. GOOD GUESSING. –2. RISK TAKING. –3. CHALLENGING AUTHORITY AND PROCEDURES. –4. PREFERRING THE COMPLEX AND DIFFICULT. –5. BEING SENSITIVE EMOTIONALLY, HAVING A SENSE OF BEAUTY –6. HAVING A VIVID IMAGINATION. –7. DESIRING HONESTY AND FRANKNESS. –8. BEING CURIOUS. –9. HAVING HIGH SELF-ESTEEM.

18. ULLMAN, THE MECHANICAL DESIGN PROCESS ULLMAN, THE MECHANICAL DESIGN PROCESS TO SUMMARIZE, THE CREATIVE DESIGNER IS GENERALLY A PERSON OF AVERAGE INTELLIGENCE, A VISUALIZER, A HARD WORKER, AND A CONSTRUCTIVE NONCONFORMIST WITH KNOWLEDGE ABOUT THE DOMAIN AND THE ABILITY TO DISSECT THINGS IN HIS OR HER HEAD TO SUMMARIZE, THE CREATIVE DESIGNER IS GENERALLY A PERSON OF AVERAGE INTELLIGENCE, A VISUALIZER, A HARD WORKER, AND A CONSTRUCTIVE NONCONFORMIST WITH KNOWLEDGE ABOUT THE DOMAIN AND THE ABILITY TO DISSECT THINGS IN HIS OR HER HEAD

19. WHICH GROUP DO YOU THINK IS THE MOST CREATIVE? WHICH GROUP DO YOU THINK IS THE MOST CREATIVE? –NASA ENGINEERS –HOMEMAKERS –FIRST GRADERS –JOURNALISTS –MOVIE PRODUCERS –ABSTRACT PAINTERS –HIGH SCHOOL TEACHERS –COLLEGE STUDENTS

20. WHERE DO WE FIND THE CREATIVE PEOPLE IN OUR SOCIETY? RESULTS OF TESTING FOR CREATIVITY RESULTS OF TESTING FOR CREATIVITY AT AGE 40 - 2% WERE CREATIVE AT AGE 40 - 2% WERE CREATIVE AT AGE 35 - 2% WERE CREATIVE AT AGE 35 - 2% WERE CREATIVE AT AGE 30 - 2% WERE CREATIVE AT AGE 30 - 2% WERE CREATIVE AT AGE 17 - 10% WERE CREATIVE AT AGE 17 - 10% WERE CREATIVE AT AGE 5 - 90% WERE CREATIVE AT AGE 5 - 90% WERE CREATIVE FIRST GRADERS ARE THE MOST CREATIVE - HAVE NOT YET LEARNED ABOUT THE BARRIERS FIRST GRADERS ARE THE MOST CREATIVE - HAVE NOT YET LEARNED ABOUT THE BARRIERS HOMEMAKERS ARE AMONG THE MOST CREATIVE OF THE ADULTS HOMEMAKERS ARE AMONG THE MOST CREATIVE OF THE ADULTS

21. BEGIN TO IMPROVE YOUR CREATIVE ABILITY ENTERTAIN MANY SOLUTIONS TO PROBLEMS ENTERTAIN MANY SOLUTIONS TO PROBLEMS LOOK AT PROBLEMS FROM OTHERS’ PERSPECTIVES LOOK AT PROBLEMS FROM OTHERS’ PERSPECTIVES IN A CONSTRUCTIVE MANNER, QUESTION RULES, STANDARDS, AND CONVENTIONS IN A CONSTRUCTIVE MANNER, QUESTION RULES, STANDARDS, AND CONVENTIONS PRACTICE POSITIVE THINKING PRACTICE POSITIVE THINKING WELCOME AMBIGUITY WELCOME AMBIGUITY SEEK CHALLENGES SEEK CHALLENGES