Fila, N. D., & Purzer, S., & Mathis, P. D. (2014, June), I’m Not the Creative Type: Barriers to Student Creativity within Engineering Innovation Projects  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20574

\bibitem{asee_peer_20574}
  Fila, N. D., \& Purzer, S., \& Mathis, P. D. (2014, June), \emph{I’m Not the Creative Type: Barriers to Student Creativity within Engineering Innovation Projects}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20574

Nicholas D. Fila, Senay Purzer, and Paul D. Mathis.  "I’m Not the Creative Type: Barriers to Student Creativity within Engineering Innovation Projects".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20574 Internet.  12 Dec, 2024

\bibitem{asee_peer_20574}
  Nicholas D. Fila, Senay Purzer, and Paul D. Mathis.
  "I’m Not the Creative Type: Barriers to Student Creativity within Engineering Innovation Projects".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20574 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_20574
author = "Nicholas D. Fila, Senay Purzer, and Paul D. Mathis"
title = "I’m Not the Creative Type: Barriers to Student Creativity within Engineering Innovation Projects"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20574}
number = {10.18260/1-2--20574}
}

TY  - CPAPER
AB  - I’m Not the Creative Type: Student Approaches to Creativity within Innovation ProjectsInnovativeness and creativity are critical skills for engineering graduates. However, currentresearch suggests that students experience design fixation and do not place high value oncreativity. More work is needed to understand the relationship between student creativity andtheir perceptions of their creative ability to understand supporting and hindering factors.Nine seniors in a variety of engineering majors participated in two think-aloud protocols, one todocument their process for developing an innovative solution and one to generate innovativeideas to an open-ended problem. Each of these phases was followed by a semi-structuredinterview. Students also completed a final semi-structured interview to describe their experienceson innovation projects and views of innovation. The data were collected using video-recorders,audio-recorders, and smart pens, which captured writing, sketches, and talking.The results of this study indicate that students value creativity in the context of innovation, butare inhibited by three factors. First, they do not see themselves as creative. Second, they avoidcreative solutions that are not immediately feasible due to fear of failure. Third, they limitthemselves to familiar and comfortable tasks that align with their academic discipline. Resultsalso indicated that students believed creativity occurred during innovation in three ways: (1)though collective action of a design team, (2) by applying routine problem solving techniques tonovel problems or applying common solutions in novel contexts, and (3) by delegating creativetasks to those with specialized skills.These results suggest that instructors should provide opportunities for students to develop andnurture creative confidence, encourage students to pursue potentially creative solutions and avoidpenalization for “failure,” and create team environments for students to work outside theirdisciplinary comfort zones and interact with students from a variety of academic backgrounds.
AU  - Nicholas D. Fila
AU  - Senay Purzer
AU  - Paul D. Mathis
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - I’m Not the Creative Type: Barriers to Student Creativity within Engineering Innovation Projects
UR  - https://peer.asee.org/20574
DO  - 10.18260/1-2--20574
ER  -