College students’ views of creative process instruction across disciplines

K-11 students’ creative thinking ability on static fluid: a case study

“…Ideally, teachers should provide opportunities for students to do discussion, do lab experiments, work together as a group, both collaboratively and cooperatively, or occasionally conduct learning activities such as lab work outside the classroom, in the open environment to help students spark their creativity [16]. Not only that, teachers also should build positive relationships between teacher and students, such as mutual respect, exemplify creative attitude, encourage students to leave their comfort zone, and growth their self-confidence in their own creative abilities [15,17,18,19,20]. Therefore, the creative thinking ability students' average score is low, especially in the aspect of originality.…”

A Shared Multi-Disciplinary Creativity Requirement for First Year Students

“…Our research also suggested that Suffolk's new creativity requirement could and should embrace both discipline-general and discipline-specific content (Csikszentmihalyi, 1999(Csikszentmihalyi, , 2006Daly, et al, 2016;Jackson, 2006;Marquis & Henderson, 2015;Marquis & Vajoczki, 2012;Plucker & Beghetto, 2004). This, too, made our creativity requirement unique.…”

“…This practice is based on the myth that creativity is the exclusive province of artists (Cropley, 2014;Glăveanu, 2014). Our multi-disciplinary approach asserted that creativity is best understood as a problem-solving process that may be deconstructed, taught, and assessed across disciplines (Baillie, 2006;Csikszentmihalyi, 1999Csikszentmihalyi, , 2006Daly, et al, 2016;Jackson, 2006;Kelley & Kelley, 2013;Marquis & Henderson, 2015;Marquis & Vajoczki, 2012;Pink, 2005;Sawyer, 2013). Consequently, we aggressively recruited faculty across domains for our initiative.…”

“…The report builds on several areas of study: the internationally recognised value of embedding creativity requirements in higher education curricula (Jackson, 2006;Marquis & Henderson, 2015;Marquis & Vajoczki, 2012;McWilliam, 2008;Pink, 2005); agreement in scholarly and trade literature about the crucial role that creativity plays in a rapidly changing global economy (Catmull & Wallace, 2015;Kelly & Kelly, 2013;McWilliam, 2008); interest in assessing creativity across disciplines (Daly, Mosyjowski, Oprea, Huang-Saad, & Seifert, 2016;Marquis & Henderson, 2015;Marquis & Vajoczki, 2012); and the increasing importance ascribed to a robust first-year experience (FYE) (Erickson, Peters, Strommer, 2006;Greenfield, Keup, & Gardner, 2013;Krause, Hartley, James, & McInnis, 2005;Upcraft, Gardner, & Barefoot, 2005). This report suggests that linking a creativity requirement to FYE programs has special value.…”

Finding Möjligheter: Creativity and Ill-Structured Problems

“…Teaching skills in creativity has been shown to have positive effects across multiple disciplines, including engineering 23 , and despite persistent myths about people being "born creative" or not, creativity has shown to be something people can grow or develop 9,24 . Investigations of creativity and intelligence have shown only a slight positive correlation between creativity and traditional measures of intelligence 25 .…”