Assessing concept generation intervention strategies for creativity using design problems in a freshman engineering graphics course
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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:
- 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.
- Assessment of students' creativity in individual project using the proposed creativity assessment rubric.
- Quantity, quality, novelty, variety, and completeness of generated ideas for two test design problems.
- 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.
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2017
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