Studying Engineering Technology Courses Designed to Promote Student Creativity

• In Event: Poster Session 7
  In Poster Session: Current Issues in Gifted Education and Creativity Research

Abstract

An exploratory pilot study using the experience-sampling method (ESM) and interviews examined learning in two undergraduate engineering technology courses designed to promote creativity. Results of the ESM analysis of 192 survey responses showed that students’ self-reported positive experience decreased slightly in the first course and increased slightly in the latter course. Both instructors’ presence was related to students’ reporting lower levels of willingness to express a creative idea and feel like other students were really listening. Interviews with eight students revealed a strong interest in creativity as essential to the engineering industry and creative self-efficacy. The scholarly significance section interprets these results, emphasizing students’ peer relationships as an under-examined yet integral part of curricular and instructional design.

Authors

• Jen Katz-Buonincontro, Drexel University

• Orin Davis, Baruch College