A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students’ creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

Abstract
 I. Introduction
 Ⅱ. Preparation for Creative Problem Solving Process
  1. Client identification
  2. Resource group formation
  3. CPS and verbal creativity
 Ⅲ. Organizing CPS Session in a Classroom Setting
  1. The first CPS session - Clarify
  2. The second CPS session(s) - Ideate
  3. The third CPS session - Develop
  4. The fourth CPS session - Implement
 Ⅳ. Reflection on Developing a Modified CPS Process for a Fashion Merchandising Course
 References

• Keunyoung Oh(Fashion and Textile Technology, SUNY Buffalo State) Corresponding author