Assessing concept generation intervention strategies for creativity using design problems in a freshman engineering graphics course

This 24-page paper, provided by the American Society for Engineering Education, discusses the implementation and assessment of the Unconventional Thinking in Engineering Design (UnTiED) ideation method in a freshman engineering graphics course. This paper presents the following:

1. Results from a survey on student perceptions of ideation methods and data on students' reflection comments and design descriptions analyzed using an open-coding approach.
2. Assessment of students' creativity in individual project using the proposed creativity assessment rubric.
3. Quantity, quality, novelty, variety, and completeness of generated ideas for two test design problems.
4. Comparison of self-efficacy motivation scores, self-efficacy confidence scores, self-efficacy success scores and self-efficacy anxiety scores between the comparison, and experimental groups.

This paper includes the following sections: Introduction; Literature on framing of design problems, structure and characteristics of design problems; End of Semester Survey Results on Student perceptions on Creative intervention; Methodology; Results; Experimental group open-ended item; Comparison group open-ended question; Students' reflection comments analyzed using open-coding approach; and more.