Session 6D8 International Conference on Engineering Education August 6 – 10, 2001 Oslo, Norway 6D8-4 Teaching Creativity and New Product Development in a distance learning environment Larry G. Richards 1 1 Larry G. Richards, University of Virginia, 209B Mechanical Engineering Building, P.O. Box 400746, 122 Engineer’s Way, Charlottesville, Virginia 22904-4746; Phone: 434 924 3191; fax 434 924 7674; e-mail: lgr@virginia.edu Abstract - At the University of Virginia, we offer a highly successful course on Creativity and New Product Development to advanced undergraduates and graduate students. In 1999, this course was offered to students throughout Virginia in a distance-learning environment. We broadcast televised classes to sites around the state. Three types of students were enrolled; undergraduates and graduate students on campus, and graduate students at remote sites – all of whom worked full time. This course was offered in the evenings. In this paper, we review our experiences, problems and successes with conducting a project- oriented and team – based course with students distributed geographically. Seven projects were completed; and they varied in quality. But most students felt that the course worked in this mode, and would recommend it to a friend or coworker. We will offer it again in this medium. This paper highlights what worked, and what didn’t. Index terms - Creativity, new product development, distance learning, entrepreneurship. Introduction Creativity and New Product Development was originally developed at the University of Virginia by Henry Bolanos and Dave Lewis. Henry is an inventor and entrepreneur, and Dave is a mechanical engineer with extensive business experience. They proposed a course that would teach the new product development process by simulating it in class. Student teams would come up with ideas for new products, design and prototype a concept, develop a bill of materials and manufacturing plan, and prepare a financial analysis, a marketing strategy, and a business plan. Each team’s final presentation for the course would be a briefing to a group of venture capitalists – appealing for funding for their new company. Each team was also expected to submit a disclosure document or provis ional patent to the U.S. Patent and Trademark Office. I assumed responsibility for this course in 1998, and have taught it three times so far. Dave Lewis has continued his involvement with the course despite his retirement. Henry Bolanos is an occasional visitor to the University of Virginia and guest lecturer. He also regularly teaches this course at Yale, and at the University of Auckland, New Zealand. Class objectives There are no formal prerequisites for this course, and we attract students from diverse backgrounds and interests including business, engineering, liberal arts, social sciences, and commerce. We have three general goals for the course: (1) to provide an overview of the basic processes in new product development in a competitive marketplace by simulating them in class, (2) to acquire the skills for successfully creating and developing a new product through hands-on, team-based projects, and (3) to become more creative individuals and more effective team members. The topics covered in this class fall into four categories: technical skills, creative thinking, business strategies, and people skills. Technical skills focus on issues of product specification, concept selection, product architecture, modeling and documentation, bill of materials, prototyping (virtual and physical), manufacturing, and production planning. Thinking creatively explores how to generate ideas; how to elaborate concepts and alternatives; what psychologists, artists, engineers, and scientists know about creativity; and how to develop and foster, or stifle and kill, creativity. Business strategies include assessing customer needs; project scheduling; financial analysis; protecting your ideas; marketing, advertising, selling; and entrepreneurship. People skills involve team dynamics and roles; negotiating styles and strategies; appealing to the customer; understanding individual differences and preferences; and how to present your ideas effectively. Class Format In a typical class, the first day is devoted to generating ideas for projects. This is done in a brainstorming format: students suggest problems or needs that new products might be designed to meet. A complete list of all ideas is maintained during class, and distributed to all students after class. By the second class, each student has chosen several ideas to pursue (which might include new ideas that occurred outside