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Creative approaches to problem solving in food engineering education |
B. E. FARKAS, Dept. of Food Science, North Carolina State Univ., 129 Schaub Hall, Box 7624, Raleigh, NC 27695 One of the basic skills taught to aspiring engineers is problem solving. Problem solving may be taught directly, for example teaching methods of solution of differential equations, or indirectly through use of open ended questions and design problems. It is the synergistic combination of these two approaches that yields the applied problem solver or engineer. And, while most engineers are good problem solvers, some are certainly more creative than others. What is it that makes a creative problem solver and how can this be encouraged in the process of higher education? While there is no textbook method for creative problem solving, for it would no longer be creative but merely problem solving, it is possible to teach creative problem solving. The teaching of this ability involves stimulating a set of traits which when combined may be called creativity, and instilling a knowledge base upon which the individual may draw for solution of a problem or subset of associated problems. Of these two goals, the latter is most often addressed, albeit in its most simplified form of wrote memorization. For it is the wrote memorization of facts which is most easily quantified and ultimately a grade assigned. The development of creativity within an individual is less quantifiable and more difficult for all involved, hence it is all to often ignored as a basic skill to be taught and learned. Through a better understanding of the building blocks of problem solving techniques and the traits constituting creativity, educators may teach creative problem solving in a directed manner. The more difficult task which educators will then face is development of a quantifiable method for assessment of the wide variety of, often unforeseen, solutions presented by these creative individuals.
Session 40, Educating tomorrow's food engineers -- Global perspectives
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