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Innovative Conceptual Engineering Design (ICED) Methodology

The students are asked to follow Dr. Camarda’s Innovative Conceptual Engineering Design (ICED) Methodology often referred to as ICED methodology which is a phenomenon-based learning (PhBL) strategy. Figure 1 provides an overview of the ICED Methodology providing the students with the “Epic” challenge. First, the students’ imaginations and interest are peaked. Students are provided the top-level, overall program/mission goals which allows student to visualize the end goal and recognize that a systems approach is required. Students are then asked to think critically, interrogate, and then define what they think the problem really is. This method of learning is reversed from what is typically done in a classroom according to Bloom’s Taxonomy which would have students memorize vocabulary and then put them into a context so that students can understand and apply it to a real-world scenario (Figure 2). Rather than having students start with the knowledge and comprehension domains, we start student engagement at the application domain. These “Epic” challenges have allowed us to pull in people who are not typically interested in science and engineering but may have an interest in graphic design and history for example. These students’ imaginations are captivated by the possibilities and they are given the freedom in the class to pursue any aspect of the “Epic” challenge that they see that is worth researching and developing a solution to the problem.