Education Research Grant: The Use of Creative Problem Solving as Curriculum Enhancement to Improve Cognitive, Behavioral, and Social Transformation in STEM Retention

Abstract

Studies have shown that creative problem solving techniques have been effective in improving students’ problem solving skills in educational settings (Torrance, 1972; Torrance & Presbury, 1984; and Parnes & Brunelle, 1967). Furthermore, Fox (2005) presented preliminary evidence that taking one creative problem solving class increased the likelihood that education students would graduate college by over 70%. For this reason, the overall aim of this project is to see how this increase in retention as a result of creative problem solving can be replicated in STEM fields. More importantly, the degree to which a high percentage of non-STEM students having an interest in pursuing a STEM career will also be examined. Finally, the project will expose how cognitive factors (career aspirations in STEM fields, and attitudes and beliefs about STEM), social factors, (peers, family, and institutional) and behavioral factors (selecting STEM as a major, and remaining in STEM) may be molded or is molded by the effectiveness of creativity training. The specific objectives of the project are as follows: (1) administer and assess the impact of creative problem solving on academic performance of students; (2) assess the degree to which cognitive, social, and behavioral factors impact or is impacted by the efficacy of creative problem solving; and (3) provide creative problem solving skills so students can continue to use the techniques after they leave SCI 100. Funding for this research is provided by NSF/HRD ERP award no. 1036183.