The purpose of the present study was to investigate how inclusion of computational creativity exercises (CCE) based on Epstein's Generativity Theory (1996, 2005; Epstein, Schmidt, & Warel, 2008) in post-secondary computer science [CS] courses affected students' class grades, learning of computational thinking and CS knowledge, self-efficacy, and creative competency. A propensity score matching technique was used to create two comparable groups (control/intervention). ANOVA results showed that the implementation of CCE in undergraduate computer science courses enhanced student class grades, long-term retention of core knowledge, and higher self-efficacy for creatively applying their CS knowledge. The effect of the CCEs was consistent across upper and lower division courses for all outcomes.