Book contents
- Frontmatter
- Contents
- List of Contributors
- Preface
- Acknowledgments
- 1 How to Discourage Creative Thinking in the Classroom
- 2 Teaching for Creativity in an Era of Content Standards and Accountability
- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
- 4 Creativity: A Look Outside the Box in Classrooms
- 5 Using Constraints to Develop Creativity in the Classroom
- 6 Infusing Creative and Critical Thinking into the Curriculum Together
- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process
- 8 Learning for Creativity
- 9 Broadening Conceptions of Creativity in the Classroom
- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions
- 11 Education Based on a Parsimonious Theory of Creativity
- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 13 Creativity in Mathematics Teaching: A Chinese Perspective
- 14 Possibility Thinking and Wise Creativity: Educational Futures in England?
- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child
- 16 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 17 Attitude Change as the Precursor to Creativity Enhancement
- 18 Creativity in College Classrooms
- 19 Teaching for Creativity
- Creativity in the Classroom Coda: Twenty Key Points and Other Insights
- Index
- References
18 - Creativity in College Classrooms
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- List of Contributors
- Preface
- Acknowledgments
- 1 How to Discourage Creative Thinking in the Classroom
- 2 Teaching for Creativity in an Era of Content Standards and Accountability
- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
- 4 Creativity: A Look Outside the Box in Classrooms
- 5 Using Constraints to Develop Creativity in the Classroom
- 6 Infusing Creative and Critical Thinking into the Curriculum Together
- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process
- 8 Learning for Creativity
- 9 Broadening Conceptions of Creativity in the Classroom
- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions
- 11 Education Based on a Parsimonious Theory of Creativity
- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 13 Creativity in Mathematics Teaching: A Chinese Perspective
- 14 Possibility Thinking and Wise Creativity: Educational Futures in England?
- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child
- 16 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 17 Attitude Change as the Precursor to Creativity Enhancement
- 18 Creativity in College Classrooms
- 19 Teaching for Creativity
- Creativity in the Classroom Coda: Twenty Key Points and Other Insights
- Index
- References
Summary
There is a long history of teaching for creative thinking but, unfortunately, it is not a glorious one; few, if any, studies used rigorous experimental designs, and the inconsistent use of measures of creativity across published studies makes it difficult to compare results from different studies. In this chapter, I consider how the mandate to assess learning outcomes in postsecondary education could have positive effects that help students develop their abilities to think critically and creatively. I discuss the similarities and differences in these two ways of thinking about thinking and provide examples of new ways of teaching that offer the possibility of creating more creative learners. As a way of linking how we could be enhancing creativity in university classrooms with what actually occurs, I describe an informal survey of what is occurring in higher education throughout North America as determined from a sample of exemplary course syllabi. Unfortunately, there appears to be a wide gap between what could be and what is. I end this chapter with a description of a multiyear project that requires a creative product.
THE MANDATE TO ASSESS STUDENT LEARNING OUTCOMES IS CAUSING COLLEGES TO RETHINK THE “WHY” QUESTION FOR HIGHER EDUCATION
Every college and university in the United States must assess student learning outcomes as part of their periodic review for regional accreditation.
- Type
- Chapter
- Information
- Nurturing Creativity in the Classroom , pp. 380 - 393Publisher: Cambridge University PressPrint publication year: 2010
References
. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved April 30, 2008, from www.apa.org/ed/resources.html.Google Scholar
. (2008). Essential learning outcomes. Retrieved April 30, 2008, from http://www.aacu.org/advocacy/leap/vision.cfm.
(1955). The disposition toward originality. Journal of Abnormal and Social Psychology, 51, 478–485.CrossRefGoogle ScholarPubMed
(2004, June). The perfect e-storm: Emerging technology, enormous learner demand, enhanced pedagogy, and erased budgets. Report from The Observatory on Borderless Education. Retrieved April 30, 2008, from http://www.obge.ac.uk.
(2007). Virtual environments supporting learning and communication in special needs education. Topics in Language Disorders, 27, 211–225.CrossRefGoogle Scholar
(1988). Society, culture, and person: A system view of creativity. In (Ed.), The nature of creativity (pp. 325–339). New York: Cambridge.Google Scholar
(1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.Google Scholar
, & (1968). Using idea checklists with college students: Overcoming resistence. Journal of Psychology, 70, 221–226.CrossRefGoogle Scholar
(1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7, 185–202.CrossRefGoogle Scholar
(2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.Google Scholar
, , & (1996). The new work order: Behind the language of the new capitalism. Boulder, CO: Westview.Google Scholar
, , , , & (2005). Learning while holding a conversation with a computer. In Technology-based education: Bringing researchers and practitioners together (pp. 143–167). Information Age Publishing.Google Scholar
(2003). Thought and knowledge: An introduction to critical thinking (4th ed.). Mahwah, NJ: Erlbaum.Google Scholar
, & (1998). Reward, intrinsic motivation, and creativity. American Psychologist, 53, 674–675.CrossRefGoogle Scholar
(2002). A dual-state model of creative cognition for supporting strategies that foster creativity in the classroom. International Journal of Technology and Design Education, 12, 215–226.CrossRefGoogle Scholar
, , , & (1997). Essential skills in reading and problem solving: Perspectives of faculty, employers, and policymakers. Project summary. University Park, PA: The Pennsylvania State University, Center for the Study of Higher Education, National Center on Postsecondary Teaching, Learning, and Assessment.Google Scholar
, , , , , & (1995). National assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking. NCES 95–001. Washington, DC: U.S. Government Printing Office.Google Scholar
(2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697–720.CrossRefGoogle ScholarPubMed
, , , & (2008). Multicultural experience enhances creativity: The when and how. American Psychologist, 63, 160–181.CrossRefGoogle Scholar
(1997). Creative hypothesis generating in psychology: Some useful heuristics. Annual Reviews of Psychology, 48, 1–30.CrossRefGoogle ScholarPubMed
, & (2007). Creative work and health. Journal of Health and Social Behavior, 48, 385–403.CrossRefGoogle ScholarPubMed
, & (2007). Scientific inquiry in educational multi-user virtual environments. Educational Psychology Review, 19, 265–283.CrossRefGoogle Scholar
(2007). The use of computer technology in university teaching and learning: A critical perspective. Journal of Computer Assisted Learning, 23, 83–94.CrossRefGoogle Scholar
(2003). Scientific creativity as constrained stochastic behavior: The integration of product, person, and process perspectives. Psychological Bulletin, 129, 475–494.CrossRefGoogle ScholarPubMed
, and (2000). The development and assessment of a course for enhancing the 3-D spatial skills of first year engineering students. Journal of Engineering Education, 89, 301–307.CrossRefGoogle Scholar
, & (2000). Individual differences in reasoning: Implications for the rationality debate. Behavioral and Brain Sciences, 23, 645–665.CrossRefGoogle ScholarPubMed
(2008, March 10). How many people does it take to make a new light bulb? Retrieved May 4, 2008, from http://www.time.com/time/health/article/0,8599,1721082,00.html.
, & (2002). Effects of novel conceptual combination on creativity. Journal of Creative Behavior, 36, 227–241.CrossRefGoogle Scholar
- 11
- Cited by