Problem Solving and Creativity in Public Policy Courses: Promoting Interest and Civic Engagement

Abstract

This article examines the impact of problem-solving and creativity exercises on student interest and behavior related to public policy and civic engagement. Researchers have long described policymaking as a function of problem solving. Creativity has also been identified as an important component of the process (see Dunn, 2008). While these skills are promoted in upper-level and graduate courses, they are difficult to implement in introductory curricula. The authors outline a series of problem-based creativity exercises designed for an introductory public policy course and explore their relationship to interest in public policy, civic engagement, and other concepts using a nonequivalent control group design.