162 - Evaluating complexity, which way forward?

Abstract Information: Many challenges confronting the world today have been described as "wicked problems" due to their complex and multifaceted nature. Solving these problems often demands novel and innovative approaches. Consequently, there is a heightened expectation for STEM graduates to possess high levels of creativity and collaboration skills. Evidence suggests that training in creative inquiry can stimulate both scientific creativity and interdisciplinary collaboration. In response to this need, our interdisciplinary curricula intervention funded by the National Science Foundation aimed to enhance STEM students’ creativity and collaborative capacity. An integral part of this initiative is to evaluate the effectiveness of the training program. To meet this requirement, we are using complementary assessment methods drawn from education and creativity research. This paper provides insights into the challenges encountered during our attempt to evaluate the effectiveness of the training program. Specifically, we examine the evaluation design and methodological choices, questioning if these adequately assess the complex phenomena of creativity and collaboration capacities. This study aligns with the conference theme of amplifying and empowering voices in evaluation by highlighting the limitations of conventional evaluation approaches in capturing the multifaceted nature of complex phenomena. By questioning the adequacy of our evaluation methods, we underscore the importance of considering alternative evaluation frameworks to ensure that all perspectives are adequately represented in the evaluation process.