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

\bibitem{asee_peer_32565}
  Guilford, W. H. (2019, June), \emph{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

William H. Guilford.  "Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Over and Above those Elicited by the Design Course Itself".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32565 Internet.  15 Jan, 2025

\bibitem{asee_peer_32565}
  William H. Guilford.
  "Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Over and Above those Elicited by the Design Course Itself".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32565 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_32565
author = "William H. Guilford"
title = "Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Over and Above those Elicited by the Design Course Itself"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32565}
number = {10.18260/1-2--32565}
}

TY  - CPAPER
AB  - 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.
AU  - William H. Guilford
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Over and Above those Elicited by the Design Course Itself
UR  - https://peer.asee.org/32565
DO  - 10.18260/1-2--32565
ER  -