Creativity in the Design Curriculum

Abstract

This paper presents the results of empirical research from a university class for design students in creative problem solving. A small group of students received training in creativity and are compared with a larger group of design students who did not. Measured creativity of the treatment group significantly increased, apparently as a result of the class. This paper argues that creativity may require specific training to develop; at the very least, training is valuable in developing creativity in early design students. The nature of creativity and the structure of the class are described, followed by an outline of the research methodology and the use of the verbal Torrance Test of Creative Thinking.