Kowalski, F. V., & Kowalski, S. E., & Kohl, P. B., & Kuo, H. V. (2013, June), Technology-Enabled Nurturing of Creativity and Innovation:  A Specific Illustration from an Undergraduate Engineering Physics Course  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22546

\bibitem{asee_peer_22546}
  Kowalski, F. V., \& Kowalski, S. E., \& Kohl, P. B., \& Kuo, H. V. (2013, June), \emph{Technology-Enabled Nurturing of Creativity and Innovation:  A Specific Illustration from an Undergraduate Engineering Physics Course}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22546

Frank V. Kowalski, Susan E. Kowalski, Patrick B. Kohl, and Hsia-Po Vincent Kuo.  "Technology-Enabled Nurturing of Creativity and Innovation:  A Specific Illustration from an Undergraduate Engineering Physics Course".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22546 Internet.  18 Apr, 2024

\bibitem{asee_peer_22546}
  Frank V. Kowalski, Susan E. Kowalski, Patrick B. Kohl, and Hsia-Po Vincent Kuo.
  "Technology-Enabled Nurturing of Creativity and Innovation:  A Specific Illustration from an Undergraduate Engineering Physics Course".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22546 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_22546
author = "Frank V. Kowalski, Susan E. Kowalski, Patrick B. Kohl, and Hsia-Po Vincent Kuo"
title = "Technology-Enabled Nurturing of Creativity and Innovation:  A Specific Illustration from an Undergraduate Engineering Physics Course"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22546}
number = {10.18260/1-2--22546}
}

TY  - CPAPER
AB  -       Technology-Enabled Nurturing of Creativity and Innovation:       A Specific Illustration from an Undergraduate Engineering                              Physics CourseThere is general agreement that creativity and innovation are desirable traits in thetoolbox of 21st Century engineers, as well as in the future workforce in general.However, there is a dearth of exemplars, pedagogical models, or best practices to beimplemented in undergraduate engineering education to develop and nurture thosetalents.In this paper, we use a specific example of a classroom activity from a course designed tohelp bridge the transition from learning the fundamental principles of engineering physicsin introductory courses to being able to creatively and innovatively apply them in moreadvanced (and less academic) settings, such as senior capstone projects and on-the-jobchallenges in the future workplace. Application of techniques for generating andevaluating ideas are described.To facilitate real-time electronic brainstorming in the classroom, we use InkSurvey withpen-enabled mobile computing devices (iPads, tablet PCs, Android devices, etc.). Thisfree, web-based software was developed for collecting real-time formative assessment oflearning, but using it in this setting effectively mitigates many of the social issues thattypically plague brainstorming in a group setting. The focus, instead, is on encouragingfluency, originality, and honing positive critical thinking skills. We include an evaluationmetric that reflects this.Description of a specific case from an undergraduate engineering physics course isdesigned to illustrate how the extensive work done in this arena in psychology,marketing, and business environments can be applied to STEM education. Actual studentresults are presented to illustrate trends, improvements, and challenges that otherinstructors might anticipate when using similar learning activities.
AU  - Frank V. Kowalski
AU  - Susan E. Kowalski
AU  - Patrick B. Kohl
AU  - Hsia-Po Vincent Kuo
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Technology-Enabled Nurturing of Creativity and Innovation:  A Specific Illustration from an Undergraduate Engineering Physics Course
UR  - https://peer.asee.org/22546
DO  - 10.18260/1-2--22546
ER  -