Abstract
Creative thinking is the ability to generate a wide and detailed range of responses to a given stimulus. It is not a fixed skill; it can be improved through practice. Creative Problem Solving (CPS) is a design course that fosters these abilities. The challenge-based course utilizes a generative learning approach. Students are given a series of assignments that prompt them to ‘do some-thing differently’ (i.e., eat something different). In their quest towards designing unique solutions, the students are forced to define the contextual meaning of each challenge, and to question how cultural, social, and personal norms limit their ideas. The course integrates peer evaluations to encourage originality among the local group and to reveal alternative perspectives. The TTCT is used to measure their creative thinking skills at the beginning and end of the course. Analyzing data from nine offerings of the course (n=445) suggests that CPS significantly improves the originality and fluency of student ideas. Considering that these skills are highly desired among the entrant workforce for industries both inside and outside design, a comparable course should be fundamental to the college experience for all students.
Keywords
creative problem solving, creative skills, creative thinking, design, design education
DOI
https://doi.org/10.21606/drs_lxd2021.08.284
Citation
Nyboer, J.,and Hokanson, B.(2021) Different ideas, lots of ideas: A design course that enhances the creative abilities of college students, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.08.284
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Conference Track
Research Paper
Included in
Different ideas, lots of ideas: A design course that enhances the creative abilities of college students
Creative thinking is the ability to generate a wide and detailed range of responses to a given stimulus. It is not a fixed skill; it can be improved through practice. Creative Problem Solving (CPS) is a design course that fosters these abilities. The challenge-based course utilizes a generative learning approach. Students are given a series of assignments that prompt them to ‘do some-thing differently’ (i.e., eat something different). In their quest towards designing unique solutions, the students are forced to define the contextual meaning of each challenge, and to question how cultural, social, and personal norms limit their ideas. The course integrates peer evaluations to encourage originality among the local group and to reveal alternative perspectives. The TTCT is used to measure their creative thinking skills at the beginning and end of the course. Analyzing data from nine offerings of the course (n=445) suggests that CPS significantly improves the originality and fluency of student ideas. Considering that these skills are highly desired among the entrant workforce for industries both inside and outside design, a comparable course should be fundamental to the college experience for all students.