Journal ArticleDOI
Assessing Creativity Specific to Engineering with the Revised Creative Engineering Design Assessment
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TLDR
The primary purpose was to test for convergent validity of the CEDA with other engineering creativity and engineering specific measures and showed high inter-rater reliability.Abstract:
Background
In engineering, creativity is vital for innovation. The revised Creative Engineering Design Assessment (CEDA) also assesses Usefulness, unlike existing tools.
Purpose (Hypothesis)
The primary purpose was to test for convergent validity of the CEDA with other engineering creativity and engineering specific measures. The CEDA was administered with the Purdue Creativity Test (PCT), the Purdue Spatial Visualization Test-Rotations (PSVT-R), and a Systems Test that assessed rollercoaster design functionality. We hypothesized that the CEDA would be moderately related to the PCT and anticipated a slight relationship with the PSVT-R and Systems Test. We also investigated gender differences to follow up on previous research.
Design/Mscethod
Participants were 259 engineering students (221 males and 38 females) in an introductory engineering design two-course sequence who completed the CEDA and PCT (in a cross sectional design). We analyzed PVST-R scores for Fundamentals of Engineering I and Systems Test scores for Fundamentals of Engineering II.
Results
The CEDA showed high inter-rater reliability. The CEDA and the PCT were significantly related to each other and the CEDA was modestly related to the PSVT-R, both demonstrating convergent validity. Male and female engineering students did not significantly differ on the CEDA, PCT, PSVT-R or Systems Test.
Conclusions
The CEDA showed high inter-rater reliability. The CEDA and the PCT were significantly related to each other and the CEDA was modestly related to the PSVT-R, both demonstrating convergent validity. Male and female engineering students did not significantly differ on the CEDA, PCT, PSVT-R or Systems Test.read more
Citations
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Journal ArticleDOI
Predicting creative problem solving in engineering design
TL;DR: Three cognitive abilities: divergent thinking, working memory, and relational reasoning are used to predict CPS in engineering design graduate students both before and after they learned to use the TRIZ ideation method.
Journal ArticleDOI
Makerspace teaching-learning environment to enhance creative competence in engineering students
Jose Luis Saorin,Dámari Melián-Díaz,Alejandro Bonnet,Carlos Carbonell Carrera,Cecile Meier,Jorge de la Torre-Cantero +5 more
TL;DR: In this article, an educational activity with 44 engineering students from La Laguna University is designed for stimulating creative competence, and the results show that activities with digital editing tools and three-dimensional printing are valid for the development of creative competence: participants who performed the activity improved their creativity ability in 24,04 points.
Journal ArticleDOI
Dimensions of Creative Evaluation: Distinct Design and Reasoning Strategies for Aesthetic, Functional and Originality Judgments
Bo T. Christensen,Linden J. Ball +1 more
TL;DR: In this paper, the authors examined evaluative reasoning taking place during expert "design critiques" and focused on key dimensions of creative evaluation (originality, functionality and aesthetics) and ways in which these dimensions impact reasoning strategies and suggestions offered by experts for how the student could continue.
Journal ArticleDOI
Evaluation of competency methods in engineering education: a systematic review
TL;DR: A systematic review of competency measurement methods found a clear need for establishing professional standards when measuring mastery of competencies and proposed guidelines for the design of reliable and valid measurement methods to be used by educators and researchers.
Journal ArticleDOI
Supervisory styles and graduate student creativity: the mediating roles of creative self-efficacy and intrinsic motivation
Jibao Gu,Changqing He,Hefu Liu +2 more
TL;DR: Based on social cognitive theory and leadership theory, this article tested a theoretical model linking supervisory styles (i.e., supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative selfefficacy and intrinsic motivation).
References
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