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| == Fostering Creativity in University == | == Fostering Creativity in University == | ||
| - | Sir Ken Robinson has defined creativity as being a process that requires an individual to consistently create new and innovative ideas ( | + | Sir Ken Robinson has defined creativity as being a process that requires an individual to consistently create new and innovative ideas <ref name="ken">Leading and Learning, Bruce. (February 14, 2007). The Importance of Creativity. Retrieved from http://leading-learning.blogspot.ca/2007/02/importance-of-creativity.html.</ref>. Research supports this definition and has demonstrated that creativity is a concept that can be defined in varying manners depending on the circumstance and context of which it is being examined under <ref name="mark">Marquis, E. & Vajoczki, S. (2012). Creative Differences: Teaching Creativity Across the Disciplines, International Journal for the Scholarship of Teaching and Learning, 6 (1), 1-13. </ref>. Despite the fact that creativity has been recognized as being considerably important within society, according to research it has been found to be lacking in all types of education, from elementary school to university <ref name="ee">Eyadat, W. & Eyadat, Y. (2010). Instructional technology and creativity among university students: the missing link, World Journal on Educational Technology, 2 (2), 87-99. </ref>. It is imperative to realize the impact that creativity has in our future, specifically socially and economically <ref name="eun">Eunice, M. L. (2001). Obstacles to personal creativity among university students, Gifted Education International, 15 (2), 133-140. </ref>. As the construct of creativity is so essential, the responsibility of fostering it in students is generally left up to educators and professors <ref name="mark" />. Students choose to attend university in order to further their knowledge base, and being in an environment that fails to foster creativity will not allow them to gain the skills necessary to succeed in their futures <ref name="bru">Bruton, D. (2011). Learning creativity and design for innovation, International Journal of Technology and Education, 21, 321-333. </ref>. Sadly, according to a study performed at McMaster University, only a mere 34.5% of Professors actually make an effort to foster creativity and claim that it is a main learning objective within their classes <ref name="mark" />. |
| === Developing Creative Thinking Skills === | === Developing Creative Thinking Skills === | ||
Revision as of 19:55, 13 February 2013
Contents |
Fostering Creativity in University
Sir Ken Robinson has defined creativity as being a process that requires an individual to consistently create new and innovative ideas [1]. Research supports this definition and has demonstrated that creativity is a concept that can be defined in varying manners depending on the circumstance and context of which it is being examined under [2]. Despite the fact that creativity has been recognized as being considerably important within society, according to research it has been found to be lacking in all types of education, from elementary school to university [3]. It is imperative to realize the impact that creativity has in our future, specifically socially and economically [4]. As the construct of creativity is so essential, the responsibility of fostering it in students is generally left up to educators and professors [2]. Students choose to attend university in order to further their knowledge base, and being in an environment that fails to foster creativity will not allow them to gain the skills necessary to succeed in their futures [5]. Sadly, according to a study performed at McMaster University, only a mere 34.5% of Professors actually make an effort to foster creativity and claim that it is a main learning objective within their classes [2].
Developing Creative Thinking Skills
An article published by Professors at Lund University makes claims that expected rewards, evaluations, deadlines and competition actually do further damage in fostering an environment that enriches creativity [6]. With a lack of creativity being fostered within the university atmosphere, it is difficult to expect the system to produce individuals who will have the ability to visualize unique solutions to future problems [3]. Critical thinking skills are a fundamental element in the current university curriculum, but creative thinking skills should be considered to be equally as important. Developing creative thinking skills would ensure that students would be better able to produce original ideas, use imagination when dealing with tough issues, and search for unparalleled solutions [7]. Creativity should be considered an essential building block within the educational system, as it is a substantial component for success within the professional work world [7].
Research Findings in Universities
A study completed by Eunice (1996) surveyed 428 university students and asked them questions regarding their own creativity levels, their professors creativity levels, and the creativity levels of their peers [8]. Results indicated that students felt confident in stating that they were more creative then their professors [8]. Students also acknowledged that their peers were far more creative then their professors, and that they felt their professors did little to foster creativity in their classrooms [8]. They discovered that other then the art students, students rarely, if ever, felt they had the opportunity to be creatively expressive in their classroom environment [8]. It has been debate whether or not creativity is a domain specific skill, that is only taught in certain disciplines, or a general phenomenon that exists in various experiences [2]. Further research by Eunice (2001) found evidence that students may feel to socially repressed in the classroom to express their true creativity [4]. This research clearly indicates that creativity must be developed and fostered as an individually specific skill in the context of university.
Implementing Policies to Foster Creativity
In order to ensure that all universities foster creativity in a universal manner, guidelines and policies should be placed in existence [5]. If however, professors fail to ensure that creativity is a learning objective, an article written by professors at Iowa State University suggest that the best way for students to take creativity into their own hands is to be as creative as possible when choosing their courses [9]. However, students are limited creatively when choosing their courses as there are certain prerequisites they must fulfill that vary depending on their chosen program. While certain programs aid in the development of creativity, such as art and drama programs, others do little to foster it as a skill [5]. Dr. Rosa Aurora, M.D., P.H.D. makes claims that students need to identify their own creative potential through exploratory behaviour, and professors need to foster creativity in the classroom using certain techniques, such as; role playing, creative problem solving and group work [10]. A study completed by Bruton (2011) instituted a course that focused specifically on creativity at one university. Pre tests and post tests were implemented and results indicated that the average students creativity score was raised by an astounding 13.25 points at the completion of the course [5]. It is evident that in order for individuals to be successful and passionate in their chosen field, it is imperative that society place more effort into fostering creativity in university students, as this will motivate them to reach their full potential [5].
Notes and References
- ↑ Leading and Learning, Bruce. (February 14, 2007). The Importance of Creativity. Retrieved from http://leading-learning.blogspot.ca/2007/02/importance-of-creativity.html.
- ↑ 2.0 2.1 2.2 2.3 Marquis, E. & Vajoczki, S. (2012). Creative Differences: Teaching Creativity Across the Disciplines, International Journal for the Scholarship of Teaching and Learning, 6 (1), 1-13.
- ↑ 3.0 3.1 Eyadat, W. & Eyadat, Y. (2010). Instructional technology and creativity among university students: the missing link, World Journal on Educational Technology, 2 (2), 87-99.
- ↑ 4.0 4.1 Eunice, M. L. (2001). Obstacles to personal creativity among university students, Gifted Education International, 15 (2), 133-140.
- ↑ 5.0 5.1 5.2 5.3 5.4 Bruton, D. (2011). Learning creativity and design for innovation, International Journal of Technology and Education, 21, 321-333.
- ↑ Hennessey, B. (November 18, 2011). Expectation of Reward Kills Creativity. Retrieved from http://www.lunduniversity.lu.se/o.o.i.s?id=24890&news_item=5730 .
- ↑ 7.0 7.1 Craft, A. (2003). The Limits to Creativity in Education: Dilemmas for the Educator, British Journal of Educational Studies, 51 (2), 113-127.
- ↑ 8.0 8.1 8.2 8.3 Eunice, M. L. (1996). University students’ evaluation of their own level of creativity and their teachers’ and colleagues’ level of creativity, Gifted Education International, 11, 128-132 .
- ↑ Iowa State University. (June 7, 2011). Fostering Creativity. Retrieved from http://www.celt.iastate.edu/creativity/fostering.html.
- ↑ Aurora, R. (May, 2010). The Relevance of Creativity in Education. Retrieved from http://education.jhu.edu/PD/newhorizons/Journals/spring2010/therelevanceofcreativityineducation/index.html .
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