Abstract-Over the past twenty years, nearly all job growth in the United States has emerged from new companies and organizations with assumedly innovative products, services, and practices. Yet, the nurturing of student creative thinking and problem solving is infrequent in engineering education. Inherent to developing these creativity skills and attributes is the need to be exposed to difference -in people and environment. Engineering education rarely offers such opportunities. Additionally, engineering students are rarely presented opportunities to develop designs responding to real human problems. This paper puts forth a new instructional model to address these needs by utilizing arts processes and practices as catalysts for both creativity development in students and transdisciplinary collaboration on problems addressing deep human needs. This model is premised on the substantiated role of the arts in developing creativity and growing understanding of the human condition.This art-based instructional model was piloted as exploratory pedagogical research during the summers of 2015 and 2016 as a partnership between the Institute of Applied Creativity for Transformation (IACT) and the School of Engineering at the University of Dayton. In each year, this program supported twelve student interns from engineering, business, science, the arts, and the humanities to develop innovative technologies and services meeting client needs. Student growth in creative problem-solving and transdisciplinary collaboration, 34

No abstract

This paper seeks to provide a process for developing a trauma-informed faculty and staff learning community using Lenning et al. (2013) adapted, 4-part Learning Community Planning Framework (LCPF) as a foundation for implementing Imad' s (2021) trauma-informed education framework. This innovative and collaborative traumainformed learning community aims to disrupt an overburdened educational system for faculty and staff, guided by a trauma-based pedagogy and a collaborative structure for discretionary caring of emotional, mental, and professional needs (Gaard & Ergüner-Tekinalp, 2022). The goal of this paper is to introduce how the four phases of the LCPF leverage the trauma-informed education framework as a collaborative strategy that can be modeled across university campuses to develop their very own faculty and staff led, trauma-informed learning community; which this paper is calling the TLC for Educational Professionals.

No abstract

No abstract