To simulate the working environment

To simulate the working environment of a corporate team, so as to instil in students a spirit of independence and creativity, or help them adopt an independent, creative attitude or method toward work. To cultivate students' problem-solving ability with regard to analysis/integration, design and innovation. Therefore, a project-based course in itself is intended to help students integrate the acquired IT knowledge/skills in an imaginative and creative manner, before actually applying them to the development of IT software. The course teacher, meanwhile, takes the role of an assistant (as well as an observer, diagnosis provider, consultant and supporter) that offers satisfying environment/resources for students to learn in a free, independent, flexible and active fashion.Since it is imperative that the learning environment be combined with market demand for a student to present highly creative products in a complicated, challeng- ing working situation (Oldham & Cummings, 1996), the teachers of a project implementation course oftentimes adopt enterprise-commissioned projects as the student assignments. In addition, the course teachers earnestly encourage students to take a reasonable amount of risks as well as endure uncertainty during a project, hoping to add creativity to each product (Sternberg & Lubart, 1996) while enhancing the stu- dents' creativity. A project implementation course is conducted by means of teamwork, so as to facilitate coordination/cooperation among students and other persons. The guidance and support offered by a course teacher also ensure that the implemented project is closely related to the IT work. A project mainly involves such tasks as 'planning, design, programming, and report documents'. A student is required to conceive a project that is creative and also marketable in the planning stage, and to execute detailed analysis/design of IT software in the design stage. The last part of a project consists of programming and compilation of report documents. After submitting a project proposal that passes review after the end of first semester, each student team has to win approval for the proposal at the review conference in the second semester, with the display of creativity being a crucial review criterion. Consequently, the project implementation course by nature is one of the important courses that demonstrate students' IT-relevant creativity.An IPA-embedded model for evaluating creative curriculaHow to cultivate students' creativity and problem-solving abilities is a highlight of the effort to reform the contemporary science education (Lee & Erdogan, 2007). It is imperative that a model be developed for the evaluation of creative outcome achieved by students, with feedback generated by the model facilitating curricula improvements. A student needs to know how workers, with a scientific pursuit of knowledge and truth, perform their duties (Ben-David & Zohar, 2009), therefore the curriculum evaluation model should include indicators that assess a student's competencies, so as to keep the curriculum linked to requirements for employee competencies in the future workplace.

To simulate the working environment of a corporate team, so as to Instil in students a spirit of independence and creativity, or help them Adopt an independent, creative attitude or method Toward work. To Cultivate students' problem-solving Ability with Regard to analysis / integration, design and innovation. Therefore, a project-based course in Itself is Intended to help students integrate the Acquired IT Knowledge / skills in an imaginative and creative manner, before actually applying them to the development of IT software. The course teacher, Meanwhile, Takes the Role of an assistant (as well as an observer, diagnosis provider, consultant and supporter) That offers satisfying environment / resources for students to learn in a free, independent, flexible and active fashion. Since it is imperative that the learning environment be combined with market demand for a student to present highly creative products in a complicated, challeng- ing working situation (Oldham & Cummings, 1996), the teachers of a project implementation course oftentimes adopt enterprise-commissioned projects as the student assignments. In addition, the course teachers earnestly encourage students to take a reasonable amount of risks as well as endure uncertainty during a project, hoping to add creativity to each product (Sternberg & Lubart, 1996) while enhancing the stu- dents' creativity. A project implementation course is conducted by means of teamwork, so as to facilitate coordination / cooperation among students and other persons. The guidance and support offered by a course teacher also ensure that the implemented project is closely related to the IT work. A project mainly involves such tasks as 'planning, design, programming, and report documents'. A student is required to conceive a project that is creative and also marketable in the planning stage, and to execute detailed analysis / design of IT software in the design stage. The last part of a project consists of programming and compilation of report documents. After submitting a project proposal that passes review after the end of fi rst semester, each student team has to win approval for the proposal at the review conference in the second semester, with the display of creativity being a crucial review criterion. Consequently, the project Implementation course by nature is one of the important courses That Demonstrate students' IT-Relevant creativity. An IPA-embedded model for Evaluating creative curricula How to Cultivate students' creativity and problem-solving abilities is a highlight of the effort to reform the contemporary science education (Lee & Erdogan, 2007). It is imperative that a model be developed for the evaluation of creative outcome achieved by students, with feedback generated by the model facilitating curricula improvements. A student needs to know how workers, with a scientific pursuit of knowledge and truth, perform their duties (Ben-David & Zohar, 2009), therefore the curriculum evaluation model should include indicators that assess a student's competencies, so as to keep the curriculum linked to requirements for employee competencies in the future workplace.