An implementation and assessment of three creative-learning mechanisms in a research-inspired split undergraduate/graduate course in Analytical Microdevice Technology is described. Microscale research is challenging to incorporate into the classroom due to the phenomena length-scales and the creating learning strategies were used to promote student learning at all levels of Blooms Taxonomy. The course was designed to accomplish this challenge by covering both theoretical and experimental advances during lecture, a Survivor Game modeled after J. Newell's class activity, student-led discussions of technical articles, and a semester-long concept development project. Assessment of student preferences were correlated with their learning styles to determine which creative learning mechanisms were most effective.