Yerbol Sandybayev's mini-course: Inventive Problem Solving (TRIZ)

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ETAP 623 Fall 2024 | Yerbol Sandybayev's Portfolio Page

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Overview and Purpose

The Theory of Inventive Problem Solving (TRIZ) is a powerful framework that can be applied across various contexts, both inside and outside the classroom. This mini-course will introduce you to the core principles of TRIZ, demonstrating how to use this methodology to solve technical problems and enhance creativity and problem-solving skills.

Research by Yu-Shan Chang and colleagues (2016) highlights the significant positive impact of TRIZ on students’ problem-analysis abilities, as well as their capacity to generate, select, and implement effective strategies. Furthermore, TRIZ fosters creativity in product design, empowering students to develop and execute innovative ideas.

Throughout this course, you will explore the value of TRIZ in promoting creativity and problem solving skills within engineering education.

Needs Assessment

Kazerounian and Foley  (2007) found that current engineering students experience almost none of the Ten Maxims of Creativity as part of their academic experiences. The Ten Maxims of Creativity in Education constitute a set of criteria that create an environment conducive to fostering creativity in students. Although Kazerounian's study was conducted in 2007, challenges in engineering education persist today. Many researchers emphasize the challenges of practically implementing the teaching of creativity in engineering education (Tekmen-Araci et al., 2019).  Cropley (2015) argues that educational programs focus excessively on narrow and deep technical specifications, leaving little or no room in the curriculum for developing the ability to think and act creatively. He also emphasizes the need to address this disconnect by implementing changes to engineering education. Despite educators' awareness and positive attitudes toward enhancing creativity in engineering education, as well as a body of research indicating that TRIZ helps enhance students' creativity, only a few studies address the implementation of TRIZ in engineering education in the U.S.

This course is intended to comprehensively illustrate the rationale for introducing TRIZ into engineering curricula and to help teachers provide students with unique, hands-on lessons in engineering areas. In doing so it fosters creativity and innovation in students, better preparing them for success and helping them realize their creative, inventive abilities.

Pre-Requisites

Before starting this course, please review the prerequisites listed below. These skills are essential for successfully navigating and understanding the material in this mini-course:

• Basic Computer Skills: You should be familiar with using a computer, modifying files, and editing documents in Microsoft Word. Since this is an online course, these computer skills are necessary to navigate the content effectively.
• Engineering Background: A background in engineering or a basic understanding of engineering concepts is recommended. This will help you comprehend the terminology and topics discussed throughout the mini-course.
• Interest in Learning TRIZ: You should be genuinely interested in learning about this educational topic. A proactive approach to studying TRIZ will significantly enhance your engagement and improve your overall learning experience in this mini-course.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Introduction to TRIZ and Its Importance

Unit Objective:

• Understand the importance of TRIZ in fostering innovative problem-solving skills

In this unit, you will:

• Discuss the historical development of TRIZ and its applications for engineering experts
• Define TRIZ and explain its significance in engineering education
• Read articles and watch a video focused on TRIZ
• Begin a course-long activity

Unit 2: Understanding TRIZ Principles

Unit Objective:

• Understand TRIZ problem solving techniques and principles

In this unit, you will:

• Learn Five Levels of Inventiveness/Creativity according to TRIZ
• Identify and describe some of the 40 inventive principles of TRIZ
• Read articles and watch a video focused on utility of Contradiction Matrix
• Continue the course-long activity

Unit 3: Applying TRIZ to Real-World Problems

Unit Objective:

• Apply TRIZ methodologies to solve specific engineering and technical problems

In this unit, you will:

• Solve a technical problem using Contradiction Matrix
• Create a mind map that effectively illustrates the TRIZ problem-solving process
• Read articles and watch a video on implementation of TRIZ in engineering
• Continue the course-long activity

Unit 4: Designing Engaging Lessons with TRIZ

Unit Objective:

• demonstrate how you plan on integrating the strategy and pedagogical techniques you identified in the previous units into your classroom

In this unit, you will:

• Have a strong understanding on how to develop a inventive engineering curriculum from scratch
• Learn about different techniques to observe, review, and improve their inventive engineering curriculum (e.g. ADDIE model)
• Read an article covering the ADDIE model
• Design a comprehensive lesson plan that integrates TRIZ methodologies into an engineering curriculum
• Finish the course-long activity and begin developing TRIZ engineering curriculum

References and Resources

• Belski, I., & Belski, I. (2015). Application of TRIZ in improving the creativity of engineering experts. Procedia Engineering, 131, 792-797.
• Chang, Y. S., Chien, Y. H., Yu, K. C., Chu, Y. H., & Chen, M. Y. C. (2016). Effect of TRIZ on the creativity of engineering students. Thinking skills and creativity, 19, 112-122.
• Cropley, D. H. (2015). Promoting creativity and innovation in engineering education. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 161.
• Gadd, K. (2011). TRIZ for Engineers: Enabling Inventive Problem Solving. John Wiley & Sons.
• Griffin, A., & Somermeyer, S. (Eds.). (2007). The PDMA toolbook 3 for new product development (Vol. 3). Hoboken, NJ: John Wiley.
• Jani, H. M. (2013). Teaching TRIZ problem-solving methodology in higher education: a review. International Journal, 2(9), 98-103.
• Kazerounian, K., & Foley, S. (2007). Barriers to creativity in engineering education: A study of instructors and students perceptions.
• Mann, D. (2001). An introduction to TRIZ: The theory of inventive problem solving. Creativity and Innovation Management, 10(2), 123-125.
• Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of Educational Multimedia and Hypermedia, 12(3), 227-241.
• Shulyak, L. (1998). Introduction to TRIZ. Altshuller, G.(Ed.), 40, 15-22.
• Sire, P., Haeffelé, G., & Dubois, S. (2015). TRIZ as a tool to develop a TRIZ educational method by learning it. Procedia engineering, 131, 551-560.
• Tekmen-Araci, Y., & Mann, L. (2019). Instructor approaches to creativity in engineering design education. Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science, 233(2), 395-402.