June 15, 2019
June 15, 2019
June 19, 2019
Engineering educators often look to imbue students with qualities beyond purely cognitive skills. Among these are self-efficacy, a psychological construct, and creativity, a pseudo-cognitive construct. We showed previously that a project-based design course is associated with improvements in both of these constructs without overt training in either. We sought to determine whether overt training in creativity can cause similar gains. Students were enrolled in either a fall or a spring section of a BME design course based on development of software and fabrication skills rather than in project-based design. One of the sections included daily, brief creativity exercises with non-academic rewards. We found that while this skills-based course was associated with semester-long improvements in creativity and self-efficacy, overt training in creative thinking did not bring about additional improvements.
Guilford, W. H. (2019, June), Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Over and Above those Elicited by the Design Course Itself Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32565
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015