Abstract
This article examines the impact of problem-solving and creativity exercises on student interest in public policy making and behavior related to civic engagement. Researchers have long described policy making as a function of problem solving. Creativity has also been identified as an important component of the process. 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 effects using a nonequivalent control group design. The article both analyzes short-term results and also contributes strategies to teach civic engagement. Dialogue on the use of these exercises adds to the existing stock of knowledge regarding civic engagement.
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