Efnisyfirlit

• Title Page
• Copyright Page
• Contents
• Preface
  • The Need for a Whole-Brain Approach in Engineering
  • Going Up to the Next Level
  • Organization and Content
  • Using this Text in a First-Year Exploring Engineering Course
  • Fitting Creativity and Innovation into an Already Full Academic Program
  • Neuroscience and Teaching Effectiveness
  • Acknowledgements
  • Acknowledgments for the Global Edition
• About the Author
• 1 Why Should You Learn More About Creativity and Innovation?
  • 1.1 Purpose of This Text
  • 1.2 Achieving Your Desired Success and Significance
  • 1.3 Creativity and Innovation Defined and Illustrated
    • 1.3.1 Definitions
    • 1.3.2 Examples
  • 1.4 Why Engineers Should Study Creativity and Innovation and Why Now
    • 1.4.1 The Grand Challenges for Engineering
    • 1.4.2 After the Knowledge Age: The Conceptual Age?
    • 1.4.3 After the Knowledge Age: The Opportunity Age?
    • 1.4.4 After the Knowledge Age: The Wicked Problems Age?
    • 1.4.5 Stewardship with Aspiring Engineers and Their Gifts
    • 1.4.6 The Satisfaction of Doing What Has Not Been Done
    • 1.4.7 Closing Thoughts About Studying Creativity and Innovation
  • 1.5 Engineering and Creativity: The Historic and Linguistic Connections
    • 1.5.1 The Historic Connection between Engineering and Creativity/Innovation
    • 1.5.2 The Linguistic Connection between Engineering and Creativity
  • 1.6 Introduction to Examples of Creativity and Innovation
  • Cited Sources
  • Exercises
• 2 The Brain: A Primer
  • 2.1 Introduction to Your Brain
  • 2.2 Some Thoughts for Rational Engineers
  • 2.3 Brain Features
    • 2.3.1 Overview
    • 2.3.2 Triune Brain Model
    • 2.3.3 Neurons
  • 2.4 Brain Functions
    • 2.4.1 Overview
    • 2.4.2 Vision Dominates
  • 2.5 Brain and Mind
  • 2.6 Hemispheres and Symmetry
  • 2.7 Asymmetrical Capabilities: An Exceptional Exception
    • 2.7.1 Leftand Right-Hemisphere Capabilities
    • 2.7.2 Practical Applications of Hemisphere Knowledge
  • 2.8 Neuroplasticity: A Muscle—Not a Machine
    • 2.8.1 The Evolving Brain
    • 2.8.2 Significance
  • 2.9 Conscious and Subconscious Thinking
    • 2.9.1 Cortex and Subcortex
    • 2.9.2 Workings of the Conscious and Subconscious Minds: Overview
    • 2.9.3 Comparing the Conscious and Subconscious Minds
  • 2.10 Habits
    • 2.10.1 Dominance of Habits in Our Lives
    • 2.10.2 Habits: Good and Bad
    • 2.10.3 Cue-Routine-Result Process
    • 2.10.4 Opportunities Offered by Habit Change
    • 2.10.5 Method for Changing Habits
    • 2.10.6 Necessary Number of Cycles
    • 2.10.7 There Must Be an Easier Way
    • 2.10.8 The Long View
  • 2.11 Taking Multitasking to Task
    • 2.11.1 Costs of Multitasking
    • 2.11.2 The Valued Kind of Multitasking
    • 2.11.3 The Interruption Rationale
    • 2.11.4 Benefits of Not Multitasking
    • 2.11.5 Moving Away from Multitasking
  • 2.12 Negativity Bias
    • 2.12.1 Origin
    • 2.12.2 Our Unfortunate Inheritance
    • 2.12.3 Negative Consequences of the Negativity Bias
    • 2.12.4 Offsetting Negativity Bias
  • 2.13 Leftand Right-Handedness
    • 2.13.1 How Handedness Affects Behavior
    • 2.13.2 Advantages of Being Left-Handed
    • 2.13.3 Advantages of Being Right-Handed
    • 2.13.4 Closing Thoughts about Handedness
  • 2.14 Gender and the Brain
    • 2.14.1 Caveats
    • 2.14.2 Brain Structure
    • 2.14.3 Brain Chemistry: Neurotransmitters and Hormones
    • 2.14.4 Pathology
    • 2.14.5 Nature Versus Nurture
    • 2.14.6 Examples: How Differences in Female and Male Brains May Influence Behavior
    • 2.14.7 Application of Gender and the Brain Knowledge
  • 2.15 How Do We Know What We Know?
    • 2.15.1 Split-Brain Studies
    • 2.15.2 Studies Over Time of Large Groups of Similar People
    • 2.15.3 Brain-Imaging Techniques
  • 2.16 Care and Feeding of Your Brain
    • 2.16.1 Exercise
    • 2.16.2 Diet
    • 2.16.3 Mental Stimulation
    • 2.16.4 Care and Feeding of Your Brain: The Essentials
  • 2.17 The Rest of the Story
  • 2.18 Looking Ahead to Chapters 3, 4, and 7
  • Cited Sources
  • Exercises
• 3 Prelude to Wholebrain Methods
  • 3.1 The More Ideas, the Better
  • 3.2 The Toolbox
    • 3.2.1 Many Methods
    • 3.2.2 Just Tools
    • 3.2.3 Breaking Barriers
    • 3.2.4 Free to Be Foolish
    • 3.2.5 Using Multiple Methods
  • 3.3 A Two-Chapter Approach
  • 3.4 Avoiding the Einstellung Effect Trap
  • 3.5 How Do We Know the Methods Work?
  • 3.6 Hoping for Fortuitous Errors and Accidents
    • 3.6.1 Cardiac Pacemaker
    • 3.6.2 Vulcanization
    • 3.6.3 Photosynthesis
    • 3.6.4 Microwave Oven
    • 3.6.5 Penicillin
    • 3.6.6 Errors and Accidents: Learning Opportunities
  • 3.7 Caveats
  • 3.8 Facilitation
    • 3.8.1 What is Facilitation?
    • 3.8.2 Who is the Facilitator?
    • 3.8.3 How Does the Facilitator Prepare to Facilitate?
    • 3.8.4 What Does the Facilitator Do During the Session?
    • 3.8.5 What Does the Facilitator Do After the Session?
  • 3.9 Format Used to Present Each Method
  • 3.10 Summary
  • Cited Sources
  • Exercises
• 4 Basic Whole-Brain Methods
  • 4.1 Introduction
  • 4.2 Ask-Ask-Ask
    • 4.2.1 Reluctance to Ask Questions: Three Reasons
    • 4.2.2 Five Powers of Questions
    • 4.2.3 Four Question-Asking Techniques
    • 4.2.4 Examples from Marketing of Professional Services
    • 4.2.5 Additional Thoughts about Asking Questions
    • 4.2.6 Neuroscience Basis
    • 4.2.7 Positive and Negative Features
  • 4.3 Borrowing Brilliance
    • 4.3.1 Six Steps
    • 4.3.2 Examples of Borrowing Brilliance
    • 4.3.3 Ten Supporting Principles
    • 4.3.4 Examples of “Accidental” Creativity
    • 4.3.5 A Hypothetical Example
    • 4.3.6 Neuroscience Basis
    • 4.3.7 Positive and Negative Features
  • 4.4 Brainstorming
    • 4.4.1 Seven Steps of Brainstorming
    • 4.4.2 Multivoting
    • 4.4.3 Electronic Brainstorming
    • 4.4.4 Neuroscience Basis
    • 4.4.5 Positive and Negative Features
  • 4.5 Fishbone Diagramming
    • 4.5.1 Description and an Example
    • 4.5.2 Neuroscience Basis
    • 4.5.3 Positive and Negative Features
  • 4.6 Medici Effect
    • 4.6.1 Back to the Renaissance
    • 4.6.2 Types of Diversity
    • 4.6.3 Personality Profiles
    • 4.6.4 The Novice Effect
    • 4.6.5 Four Steps for Successful Team Development
    • 4.6.6 Avoiding the Cloning/Sameness Approach
    • 4.6.7 Examples
    • 4.6.8 Neuroscience Basis
    • 4.6.9 Positive and Negative Features
  • 4.7 Mind Mapping
    • 4.7.1 A Team Mind Map in Action
    • 4.7.2 An Individual’s Mind Map in Action
    • 4.7.3 More Examples
    • 4.7.4 Why is Mind Mapping Effective?
    • 4.7.5 Uses of a Completed Mind Map
    • 4.7.6 Neuroscience Basis
    • 4.7.7 Positive and Negative Features
  • 4.8 Ohno Circle
    • 4.8.1 Description
    • 4.8.2 Examples
    • 4.8.3 Neuroscience Basis
    • 4.8.4 Positive and Negative Features
  • 4.9 Stream of Consciousness Writing
    • 4.9.1 Individual Application
    • 4.9.2 Group Application
    • 4.9.3 Neuroscience Basis
    • 4.9.4 Positive and Negative Features
  • 4.10 Strengths-Weaknesses-Opportunities-Threats
    • 4.10.1 Description
    • 4.10.2 Examples
    • 4.10.3 Neuroscience Basis
    • 4.10.4 Positive and Negative Features
  • 4.11 Taking a Break
    • 4.11.1 Description
    • 4.11.2 Example: Bar Code
    • 4.11.3 Example: Student Work
    • 4.11.4 Neuroscience Basis
    • 4.11.5 Positive and Negative Features
  • 4.12 What If?
    • 4.12.1 Description
    • 4.12.2 Example: Taco Bell Restaurant
    • 4.12.3 Example: Street Storage of Storm Water
    • 4.12.4 Example: Combining Features While Retaining Functions
    • 4.12.5 Example: The Panama Canal
    • 4.12.6 Stc: Another Way to Think about What If
    • 4.12.7 Neuroscience Basis
    • 4.12.8 Positive and Negative Features
  • 4.13 Concluding Thoughts About Basic Whole-Brain Methods
  • Cited Sources
  • Exercises
• 5 Overcoming Obstacles to Creativity and Innovation
  • 5.1 Obstacles to Stop You or Roadblocks to Be Removed?
    • 5.1.1 External Obstacles
    • 5.1.2 Obstacles from within You
  • 5.2 Fear of Failure
    • 5.2.1 Concern with Public Safety, Health, Welfare, and Costs
    • 5.2.2 Remedies
  • 5.3 Belief that Creativity and Innovation Are Natural and Not Learned
    • 5.3.1 Nurture: The Primary Determinant of a Person’s Creative/Innovative Ability
    • 5.3.2 Remedies
  • 5.4 Negative Results of the Left-Brain Emphasis in Formal Education
    • 5.4.1 Engineering Education
    • 5.4.2 You May Be an Exception
    • 5.4.3 Caveat
    • 5.4.4 Remedies
  • 5.5 Reluctance to Change
    • 5.5.1 Why We Resist Change
    • 5.5.2 Change Resistance in the Political Environment
    • 5.5.3 Remedies
  • 5.6 Loss of Billable Time and Other Organizational Impediments
    • 5.6.1 Business Realities
    • 5.6.2 Remedies
  • 5.7 Misconceptions About Artists
    • 5.7.1 Free the Artist Within
    • 5.7.2 Remedies
  • 5.8 Complacency
    • 5.8.1 The Success Trap
    • 5.8.2 Remedies
  • 5.9 Points to Ponder
  • 5.10 Twenty Questions
  • Cited Sources
  • Exercises
• 6 Characteristics of Creative and Innovative Individuals
  • 6.1 Introduction to Characteristics
  • 6.2 Empathetic
    • 6.2.1 Q Drum Meets a Major Need
    • 6.2.2 Additional Examples of Empathy-Driven Creativity and Innovation
  • 6.3 Studious
    • 6.3.1 Always a Student
    • 6.3.2 Leonardo da Vinci: Exemplar of Studiousness
    • 6.3.3 Philo Farnsworth: Crop Rows and Television
    • 6.3.4 Arthur Morgan: Twentieth-Century Renaissance Engineer
    • 6.3.5 Jack S. Kilby: Simplification and ahe Integrated Circuit
  • 6.4 Passionate
    • 6.4.1 Joseph Strauss: Golden Gate Bridge
    • 6.4.2 Hermann Von Helmholtz: Conservation of Energy Principle
  • 6.5 Introverted
  • 6.6 Experimentalist
    • 6.6.1 From Car Wash to Weed Eater
    • 6.6.2 From Sandpaper to Masking Tape
    • 6.6.3 From Bird Beak to High-Speed Train
    • 6.6.4 From No Theory for Flow Through Porous Media to a Widely Used One
  • 6.7 Collaborative
    • 6.7.1 Birth of the Personal Computer System
    • 6.7.2 Other Collaboration Examples
    • 6.7.3 Additional Thoughts about Trust
  • 6.8 Persistent
    • 6.8.1 Baby Incubator for Developing Countries
    • 6.8.2 Xerography
    • 6.8.3 From Car Batteries to Home Batteries
    • 6.8.4 Brooklyn Bridge: It Took a Family
    • 6.8.5 Other Persistence Examples
  • 6.9 Characteristics: Concluding Thoughts
  • Cited Sources
  • Exercises
• 7 Advanced Wholebrain Methods
  • 7.1 Resuming Discussion of Whole-Brain Methods
    • 7.1.1 The More Divergent the Ideas, the Better Their Convergence
    • 7.1.2 Two-Chapter Approach
    • 7.1.3 The Ideas of Just “Tools” and the Use of Multiple Methods
    • 7.1.4 Final Thoughts Before Introducing More Whole-Brain Methods
  • 7.2 Biomimicry
    • 7.2.1 Description
    • 7.2.2 Graduated Materials
    • 7.2.3 Calatrava’s Nature-Inspired Designs
    • 7.2.4 Floating Wetlands
    • 7.2.5 More Biomimicry Examples
    • 7.2.6 Neuroscience Basis
    • 7.2.7 Positive and Negative Features
  • 7.3 Challenges and Ideas Meetings
    • 7.3.1 Challenges Meetings
    • 7.3.2 Ideas Meetings
    • 7.3.3 Keystone Habits
    • 7.3.4 How You Might Use the Keystone Habit Idea
    • 7.3.5 Neuroscience Basis
    • 7.3.6 Positive and Negative Features
  • 7.4 Freehand Drawing
    • 7.4.1 Back to the Pencil
    • 7.4.2 Drawing on The History of Drawing and Its Impact on Engineering
    • 7.4.3 Benefits of Freehand Drawing
    • 7.4.4 Benefit 1: Seeing—Not Just Looking
    • 7.4.5 Benefit 2: Increased Awareness of the Right Brain’s Powerful Functions
    • 7.4.6 Benefit 3: Enhanced Group Collaboration
    • 7.4.7 Neuroscience Basis
    • 7.4.8 Positive and Negative Features
  • 7.5 Music
    • 7.5.1 Description
    • 7.5.2 Examples
    • 7.5.3 Neuroscience Basis
    • 7.5.4 Positive and Negative Features
  • 7.6 Process Diagramming
    • 7.6.1 Description and an Example
    • 7.6.2 Neuroscience Basis
    • 7.6.3 Positive and Negative Features
  • 7.7 Six Thinking Caps
    • 7.7.1 Reducing Confusion While Thinking
    • 7.7.2 Why Caps?
    • 7.7.3 Why Six Caps?
    • 7.7.4 Why the Specific Colors?
    • 7.7.5 Does It Work?
    • 7.7.6 Group Use of the Method
    • 7.7.7 Cap-Specific Advice
    • 7.7.8 Key Points About the Six Thinking Caps Method
    • 7.7.9 Neuroscience Basis
    • 7.7.10 Positive and Negative Features
  • 7.8 Supportive Culture and Physical Environment
    • 7.8.1 Culture and Its Influence
    • 7.8.2 Killing Creativity and Innovation
    • 7.8.3 Benefits of a Supportive Culture and Physical Environment
    • 7.8.4 Impact of Physical Environment
    • 7.8.5 Examples of Mixing Up the Personnel
    • 7.8.6 Three Elements of a Supportive Culture
    • 7.8.7 The Employer Gathers the Cast and Sets the Stage
    • 7.8.8 Suggested Leadership and Management Practices
    • 7.8.9 Many Organizations Will Resist
    • 7.8.10 Neuroscience Basis
    • 7.8.11 Positive and Negative Features
  • 7.9 Theory of Inventive Problem Solving (TRIZ)
    • 7.9.1 Have Others Faced This Challenge?
    • 7.9.2 The TRIZ Process: Conceptual
    • 7.9.3 The TRIZ Process: Four Steps
    • 7.9.4 Neuroscience Basis
    • 7.9.5 Positive and Negative Features
  • 7.10 Taking Time to Think
    • 7.10.1 Why the Focus on Time?
    • 7.10.2 Mindfulness
    • 7.10.3 Writing as a Way of Taking Time to Think
    • 7.10.4 Neuroscience Basis
    • 7.10.5 Positive and Negative Features
  • 7.11 Many More Whole-Brain Methods
  • 7.12 Concluding Thoughts About Advanced Whole-Brain Methods
  • 7.13 Revisiting Brain Basics
  • Cited Sources
  • Exercises
• 8 Creativity and Innovation Examples From Various Engineering Specialties
  • 8.1 More Examples to Engage You
  • 8.2 Aerospace Engineering: Landing a Rover on Mars
    • 8.2.1 How They Did It
    • 8.2.2 Lessons Learned
  • 8.3 Agricultural Engineering: Precision Agriculture
    • 8.3.1 Elements of Precision Agriculture
    • 8.3.2 The Process: A Continuous Improvement Cycle
    • 8.3.3 Lessons Learned
  • 8.4 Biomedical (Electrical and Mechanical) Engineering: Bionics
    • 8.4.1 Bionics: Taking Prosthetics to the Next Level
    • 8.4.2 Bionics Examples
    • 8.4.3 Lessons Learned
  • 8.5 Chemical Engineering: Desalination
    • 8.5.1 Introduction to Desalination
    • 8.5.2 Osmosis
    • 8.5.3 Reverse Osmosis
    • 8.5.4 An Example: Tampa
    • 8.5.5 Building on Positives to Meet Challenges
    • 8.5.6 Lessons Learned
  • 8.6 Transportation Engineering: Temporary Use of a Bridge
    • 8.6.1 Options and The Solution
    • 8.6.2 Lessons Learned
  • 8.7 Water Resources Engineering: Multipurpose Storm Water Facility
    • 8.7.1 Engineering Guidelines Set the Stage
    • 8.7.2 Analysis and Recommendations
    • 8.7.3 Design of the Major Detention Facility
    • 8.7.4 Finance and Construction of the Facility
    • 8.7.5 Offsetting the Public’s Short Memory
    • 8.7.6 State Legislation
    • 8.7.7 Lessons Learned
  • 8.8 Concluding Thoughts: What Profession Does More for Humanity?
  • Cited Sources
  • Exercises
• Moving On: The Next Move is Yours
  • 9.1 The End of This Text
  • 9.2 Reflecting on the Text’s Purpose and the Means Used to Achieve It
  • 9.3 Implementation: The Other Part
  • 9.4 My Hope for You
  • Exercises
  • Cited Sources
• Appdix A: Abbreviations
• Appendix B: Glossary
• Index

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