The correlation between creativity and engineering knowledge among engineering undergraduate students

Abstract

Creativity has long been recognized as important in the engineering field. Despite the fact that creativity is an important element in the engineering profession, educators in engineering education still face difficulties in assessing or quantifying creativity among their students. It has been reported that the creativity levels among American students decreased from 1990 to 2010. Surprisingly, the decline in creativity starts around the third year of college. Therefore, a study assessing creativity among college-level engineering students is necessary to ensure the quality of engineering graduates and for future quality of life of the society who depend on engineers. The purpose of this study is to examine the relationship between creativity and engineering knowledge among undergraduate engineering students. A non-experimental correlational research design was used in the study. Senior year students in the College of Engineering at Colorado State University were selected for the study and eighty-eight students voluntarily participated (n=88). The results indicated there is no significant relationship between creativity and engineering knowledge (r=.031, p > .05). Although there was a non-zero correlation between the creativity test construct and engineering knowledge, there was no statistically significant relationship between engineering knowledge as measured by engineering grade point average (GPA) and creativity as measured by Torrance Tests of Creative Thinking (Figural A). Perhaps the college GPA is not the best indicator to be used and represent the student domain-specific knowledge.