Abstract

This 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

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Conference Track

Research Paper

Share

COinS
 
Sep 24th, 9:00 AM

Different ideas, lots of ideas: A design course that enhances the creative abilities of college students

This 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.

 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.