Impacts of Course Culture on Student Creativity Development in Engineering Course Projects

This abstract explores effective strategies for promoting creativity among engineering students in course projects in a teaching and learning culture where professors are supportive, caring, and connected to their students. By utilizing open-ended questions, encouraging brainstorming, fostering collaboration, incorporating real-world problems, encouraging experimentation, and helping with hands- on learning, educators can create an environment that encourages students to think outside the box, experiment with new ideas, and collaborate with others. In addition, the establishment of a supportive and caring relationship between professors and students, where students are comfortable making mistakes and seeking assistance, can further enhance students' sense of ownership and motivation in completing their projects, leading to better engagement and learning outcomes. The abstract also emphasizes the importance of self-learning experiences, which can help students stay current with emerging technologies and develop the necessary knowledge, skills, and attitudes for success in a rapidly evolving technological landscape. This unique aspect emphasizes these strategies to encourage imagination and creativity are most effective when implemented within a teaching and learning culture that values a supportive, caring, and connected relationship between professors and students. Best practices from various course projects and senior project design courses at a medium-sized higher education institution are showcased, and it is hoped that this experience will offer valuable insights, particularly to new faculty members.

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Work Title Impacts of Course Culture on Student Creativity Development in Engineering Course Projects
Subtitle IEEE Transactions on Education
Access
Open Access
Creators
  1. Haifeng Wang
  2. S Campbell
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. 2023 IEEE ASEE Frontiers in Education Conference
Publication Date October 18, 2023
Publisher Identifier (DOI)
  1. https://doi.org/10.1109/fie58773.2023.10343287
Deposited November 16, 2024

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