TY - GEN
T1 - Nurturing creativity and design teaching
T2 - ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2011
AU - Okudan, Gül E.
AU - McKenna, Ann
AU - Plumb, Carolyn
AU - Ro, Hyun K.
AU - Yin, Alexander
PY - 2011
Y1 - 2011
N2 - In this paper, we report on the results from a qualitative study of six exemplary engineering programs focusing on the ways and the extent of nurturing creativity in engineering students. The study (P360: Prototyping the Engineering of 2020) included data collection from students, faculty, and administrators at the six institutions. This data collection focused mainly on three student outcomes, including design and problem solving. Creativity and how creativity was nurtured, both inside the classroom and outside, often emerged as a major theme. We also support our qualitative findings with quantitative data. Overall, the results indicate that although students improve their creativity in design settings, this result is mostly a by-product of design teaching, and creativity is not taught per se. Quantitative results show that program emphasis on creativity and innovation significantly correlates to skill levels in design problem solving, interdisciplinarity, contextual awareness, and recognizing perspectives. Qualitative data provide supporting evidence for this.
AB - In this paper, we report on the results from a qualitative study of six exemplary engineering programs focusing on the ways and the extent of nurturing creativity in engineering students. The study (P360: Prototyping the Engineering of 2020) included data collection from students, faculty, and administrators at the six institutions. This data collection focused mainly on three student outcomes, including design and problem solving. Creativity and how creativity was nurtured, both inside the classroom and outside, often emerged as a major theme. We also support our qualitative findings with quantitative data. Overall, the results indicate that although students improve their creativity in design settings, this result is mostly a by-product of design teaching, and creativity is not taught per se. Quantitative results show that program emphasis on creativity and innovation significantly correlates to skill levels in design problem solving, interdisciplinarity, contextual awareness, and recognizing perspectives. Qualitative data provide supporting evidence for this.
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U2 - 10.1115/DETC2011-47837
DO - 10.1115/DETC2011-47837
M3 - Conference contribution
AN - SCOPUS:84863584370
SN - 9780791854846
T3 - Proceedings of the ASME Design Engineering Technical Conference
SP - 751
EP - 761
BT - ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2011
Y2 - 28 August 2011 through 31 August 2011
ER -