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 +='''Intro'''=
 +:Creativity is defined by the oxford dictionary as: relating to or involving the use of the imagination or original ideas to create something. The postsecondary education has been known for its limitations in use of creativity in the provided education to students. This Wiki will further discuss the differences between the implementation of creativity in college and university education. It will also provide information on what is being done to help increase creativity in the educational system through teaching methods, and lesson plans. Also displaying what students can do on their own time to help increase their post secondary experiences through creative outlets.
 +
=Extra-curricular Activities and Universities= =Extra-curricular Activities and Universities=

Revision as of 20:13, 3 March 2013

Contents

Intro

Creativity is defined by the oxford dictionary as: relating to or involving the use of the imagination or original ideas to create something. The postsecondary education has been known for its limitations in use of creativity in the provided education to students. This Wiki will further discuss the differences between the implementation of creativity in college and university education. It will also provide information on what is being done to help increase creativity in the educational system through teaching methods, and lesson plans. Also displaying what students can do on their own time to help increase their post secondary experiences through creative outlets.

Extra-curricular Activities and Universities

As a child, we are all put into after-school activities such as soccer, dance and piano lessons. If we had asked why, our parents would tell us, “It's good for you, keeps you out of trouble” and so you continued. Now, grown up and in post secondary schooling, these extra curricular activities continue to appear on most people's schedules. Does the same principle still stand all these years later, that these activities will promote positive behaviors? This is the big question that many psychologists are pursuing to answer.
With age comes greater responsibility, and in turn many wonder if these extra curricular activities aid in the productivity and grades in post secondary education, or if they help develop an advantage through team work and creativity.

What are considered extra-curricular activities:

  • Sports
  • Dance
  • Music
  • Art
  • Creative outlets
  • Work
  • Volunteer work

Concerns with Extra-curricular Activities in Post-Secondary Schooling

Over Scheduling

One of the greatest concerns with such extra-curricular activities for students in post-secondary education is that the students over-schedule themselves with too many activities, leaving them with less time to properly prioritize their time. This theory is called the Over-scheduling Hypothesis (Fredricks, 2012). Much research has been conducted observing psychological characteristics of adolescents and young adults, and the differences in those who participated in extra activities and those who did not. A study published in 2012 observed youth in a longitudinal study and observed the differences between those who participated and those who did not (Mahoney & Vest, 2012). It was found that on average these students only allocated a portion of their “down time” to extra curricular. Those that did participate in extra curricular activities displayed significant results to suggest that it increased positive adjustment in young adult hood (Mahoney & Vest, 2012). In proper moderation these activities can cause positive outcomes in future decision making for students in post-secondary schooling.

Emotional Stressors

Working Students

If activities that take up time other than school activities are considered to be extra curricular activities that can negatively impact post-secondary performance than work should be of equal consideration. Many students have part-time, if not full-time jobs to help pay for schooling, but does this “extra curricular” really negatively impact performance in university or college life?
When adding work to the schedule, students must learn to balance not only school work, with social life, but now need to balance in this third variable. In a study published in 2012, it was found that students grade point was not significantly different from one another depending on if they worked or not(Lang, 2012). Thus, these students were found to minimize their socialization rather than their school work when needing to incorporate a work schedule into their university life (Lang, 2012). This displays that by filling one's schedule with meaningful extra curriculars, students learn prioritization skills.

Extra-curricular Vs. School work.

A big debate amongst those arguing against extracurricular activities when in concern of school grades, is that of having these extra curricular activities cause extra stress upon the students in which will effect their school grades. At the same time, the same counter argument can be made, in which these extra-curricular activities are a positive part of their life. Students participate in these activities to relieve stress and let off steam.
When studies have been observed, it has been shown that the placement in the semesters work is the main cause of stressors in students(Goldring, 2012). When observing student that have been both active and inactive participants in extracurricular activities, it has shown that there is not much significance in degree of stress in these students. What is most significant is the period of the semester in which they are going through. Mid-terms, exam time, and essay writing are what caused the greatest spikes in stress for these students (Goldring, 2012). Meaning that electives did not show negative consequences such as causing increased stress for students.

Socialization and Transferable skills

Although there are many arguments that have attempted to go against participation in extra-curricular activities in post secondary education, they also provide many beneficial elements to the development of young adults. These activities are often used as outlets, or for pleasure, something fun to do in the spare time available between work and school. The wonderful thing about extra curricular are the transferable skills that can be taken away from their participation

Transferable skills

("Transferable skills checklist")

  • Problem Solveing
  • Team motivating
  • Manage money
  • Accepting responsibility
  • Begin Tactful


By participating in these activities, especially sports teams, one must learn to interact with others and work as a team. The socialization and the encouragement of team work produce skills that will be of great importance in the professional atmosphere. These skills will be used in not only the job market once graduated but when needing to work with classmates throughout school. By obtaining these skills one could even improve grades (Stuart, 2011).
It was found that in the workplace, employers looked for extracurricular activities. Many looked at this for longterm commitment of the student. Volunteer work was also strongly looked at displaying communication skills and qualities of their personality(Stuart, 2011).

Notes and References

Mahoney, J., & Vest, A. (2012). The over-scheduling hypothesis revisited: Intensity of organized activity participation during adolescence and young adult outcomes. Journal of Research on Adolescence, 22(3), 409–418. doi: 10.1111/j.1532-7795.2012.00808.x

Fredricks, J. (2012). Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. J Youth Adolescence, 41, 295-306. doi: 10.1007/s10964-011-9704-0

Lang, K. (2012). The similarities and differences between working and non-working students at a mid-sized american public university. College Student Journal, 46(2), 243-255.

Goldring, M. (2012). Cycling through the blues: The impact of systematic external stressors on student mental states and symptoms of depression. Academic Learning & Achievment, 46(3), 680-696.

Stuart, M. et. al,(2011) The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203-215. doi: 10.1177/1469787411415081


Transferable skills checklist. (n.d.). Retrieved from http://www.roguecc.edu/emp/Resources/transferable_skills_checklist.htm


Creativity in the University Classroom

Several aspects of a students’ university lifestyle can facilitate or hinder their creativity in the four years they spend on campus. One major place fostering or hindering students' creativity occurs, is in the classroom. The particular teaching styles of the professors, the layout as well as the general environment can contribute to their creativity and autonomy (Warner & Myers, 2009).

It is clear that our economy and culture is evolving to primarily technology based, and as Warner and Myers (2009) state, the successful people in the future are going to be the creative thinkers. The ones who can think outside the box, and be open minded and open to change like artists. In the job market, creativity and innovation are among the top attributes companies are looking for (Horng, Hong, ChanLin, Chang & Chu, 2005). One question we need to ask is what affects creativity in the classroom, and what can professors do to increase the creativity in their students since it is becoming essential for the future and society outside the classroom.

Factors Affecting Students’ Creativity in the Classroom

Environmental Conditions

The lighting, use of color and classroom design are all variables that can affect the creativity of students (Warner & Myers, 2009). These types of variables are often overlooked but as Warner and Myers (2009) have found out, it can affect the students. Ideally, natural lighting, the use of bold colors and unique shapes and classroom design are all favorable factors to have in a classroom. These factors stimulate the students’ creativity, energy and involvement. Bright yellow and orange colors have found to stimulate creativity in students as well as reduce anxiety and provide a general sense of calm (Warner & Myers, 2009). Jankowska and Atlay (2008) found that utilizing the space structure of the classroom could help to facilitate creative learning. Having a big open space with multiple tools for communicating ideas and taking notes has been best shown to increase engagement and creativity (Jankowska & Atlay, 2008). Some examples of this include using white boards, and using technology like computers.

Professor Teaching Styles

Jankowska and Atlay (2008) show that having open discussion and utilizing collaboration among students working together helps facilitate creativity but that working alone should also be integrated. This type of learning environment bridges the gap making professors less distant and more involved and integrated in the learning as opposed to just standing up at the front and lecturing from a far (Jankowska & Atlay, 2008).

Professors that place more importance on facilitating the students as opposed to just lecturing have shown to help students’ creativity. In addition, utilizing group discussions, self-reflection, and giving students as much control and autonomy over their work as possible fosters creativity and learning. This gives students a since of intrinsic motivation over the material and enjoy the learning process more (Horng et al., 2005).

What Can Professors do to Foster Creativity in their Students?

The biggest lesson for professors based on the current research is the need for students' to be involved in active learning instead of passive listening and reading textbooks. This is crucial in order to promote creativity and optimal learning (Jankowska & Atlay, 2008; Yang, 2004). This begins with the professors themselves making creative lesson plans and using different strategies to get students thinking outside the box.

One of the many ways professors can encourage creativity among their students’ is to use problem-solving techniques (Livingston, 2010). This promotes a challenge to the students’ and makes them think independently and creatively on their own or in groups on how to solve the given problem (Livingston, 2010). This is more interactive and an active way of engaging student creativity and learning as opposed to having them copy notes and stare at the front of the room in a daze.

There is a currently a large gap between what encourages creativity in students in the classroom, and what is actually being taught and how, in universities today. The more professors in universities can promote creativity in their students the better prepared they will be for the job market and world after university not to mention a more engaged and fun learning environment.

More tips and techniques on adding creativity to the classroom can be found from this particular blogger at: Creativity Tips

We can also see from the image provided the difference between a fixed and creative mindset (What is Creativity? 2012).

Notes and References


Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H., & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358.

Jankowska, M., & Atlay, M. (2008). Use of creative space in enhancing students' engagement. Innovations In Education & Teaching International, 45(3), 271-279. doi:10.1080/14703290802176162

Livingston, L. (2010). Teaching Creativity in Higher Education. Arts Education Policy Review, 111(2), 59-62. doi:10.1080/10632910903455884

Ozgur. (2010, March 31). Creativity Matters: How can teachers promote creativity? Retrieved from http://creativitymattersproject.blogspot.ca/2010/03/how-can-teachers-promote-creativity.html

Warner, S. A., & Myers, K. L. (2009). The Creative Classroom: The Role of Space and Place Toward Facilitating Creativity. Technology Teacher, 69(4), 28-34.

Yang, H. E. (2004, May). To Foster Students’ Creativity through Classroom Teaching. In Fourth International Conference on ELT in China: New Directions in ELT in China.

What is Creativity? (2012). Retrieved from http://www.educatorstechnology.com/2012/07/teaching-creativity-simplified for.html


The Effects of Educator Assessments on Creativity in Higher Education Students

One of the various ways that creativity can be stifled in higher education students is the way that they are assessed by educators and how they are forced to follow the school curriculum. Traditional methods of assessment in education stifles creativity in not just university students, but students in general. Winger [1] describes how young children are naturally inquisitive, but once they enter into the school system, the curriculum stifles any creativity or curiosity for compliance, to push for high grades and memorization instead of learning and inquiring. Yet currently this is Ontario’s focus: to be able to assess creativity in the public school system since creativity leads to higher achieving students.

Tests for Assessing Creativity

Is it possible to test creativity? The question is, how can you tell something is creative compared to another thing? There have been several tests that were created in order to assess different aspects of creativity like divergent thinking, which is an important component to creativity.

Torrance Test of Creative Thinking (TTCT)

This test is used to assess individuals' capacity for creativity . It was developed by Paul Torrance in 1966 and it has been widely used to test creativity and is used in the educational field and in the corporate world.[2] Subjects are given specific tasks and at the end of the allotted time given to complete the task, they are given to a specialist for assessment. This test measures divergent thinking which is the ability to find multiple solutions to a problem [3]

Example of TTCT task

Example of subject's drawing

Example of subject's drawing

Example of subject's drawing

Listed here is a link to a gallery with additional examples of drawings from the Torrance test .[4]

Efficacy of the TTCT

Tests like the TTCT are valuable to assess creativity at any age. The TTCT can be used to get a general idea of a person's creative ability, identify gifted children, and for instructional learning.[2] Creativity needs to be assessed at a young age to ensure that creativity is not forever lost as students become older and reach university. By using the TTCT, one can use it to make individualized plans for different students based on the test scores. [2] If these tests were administered to students, it can give the educator an idea about their thought process specifically creative thinking. Assessing creativity and creating plans to enhance it at a young age is beneficial in the future when the students grow up and go into higher education

Efficacy of Assessment Methods

In “Assessing What Matters”, Sternberg [5] echoes the same thoughts. He believes that educators should teach their students to be “active and engaged citizens” (p. 22) [5] who embody qualities of leadership. Educators should cease only teaching students facts from books because it does not prepare them for the real world. Society’s use of assessment does a poor job of assessing skills that really matter in the real world. For Sternberg, he found he was using skills that could not be easily observed or tested on traditional forms of assessment while he was in school (i.e. pen and paper tests): creativity, wisdom, teamwork, ethics, honesty, etc. Sternberg’s [5] model that describes what assessment should be like to achieve this goal includes making individuals have “a creative vision for how they intend to make the world a better place, not just for themselves, but also for their family, friends, colleagues, and others” (p. 22).[5] However Ontario does not look to be working towards this goal, as seen in their large-scale assessments. Universities reliance on standardized testing like multiple choice tests and assigning assignments that force students to write about certain topics limit students ability to creatively think outside of the box and reinforce convergent thinking which is the idea that there is only one solution to a problem and that there are a set of rules to be followed.

Grades

The concept of grades makes students think that their only concern in education is to achieve a high mark in order to get a good job in the future. This is especially evident in universities, where students study for exams only so that they can get a good grade and pass the course to get a degree. This causes them to think that acquiring knowledge, academic exploration, and intellectual ability is an instrumental activity. [6] [7] Since grades become the main concern, deep creative learning does not occur.

Assessment tools

A professor from the University of Ottawa, Joel Westheimer, argued that large-scale assessment tests like the EQAO “are a threat to democracy. They foster an education system where creativity and critical thinking are devalued and students are rewarded for not questioning authority” (p. 8).[8] He goes on to say that teachers are only focused on test preparation for students, i.e. how to ‘pass the test’ (p. 8).[8] This is certainly true because from elementary school to university, the only thing students are focused on is getting high marks; whether or not they actually understand the material is another matter.

Sternberg [5] also says that standardized assessments like the SAT reasoning test and the SAT subject test mainly assesses a person remembered knowledge and analytical skills. Creativity, practical thinking, and wisdom are characteristics that are rarely assessed in these tests. This shows that creativity is something that is not looked for in students which is a problem because it gives the idea that creativity is not an important characteristic to have.

--Sh09ds 08:07, 15 February 2013 (EST)

Notes and References

  1. ↑ Winger, T. (2005). Grading to communicate. Education Leadership, 63(3) 61-65.
  2. ↑ 2.0 2.1 2.2 Kim, K.H. (2006). Can we trust creativity tests? A Review of the torrance tests of creative thinking (TTCT). Creativity Research Journal, 18(1),3-14.
  3. ↑ Millar, G. & Dahl, C. (2011). The power of creativity. ATA Magazine, 91(3), Retrieved from http://www.teachers.ab.ca/Publications/ATA Magazine/Volume-91/Number3/Pages/Thepowerofcreativity.aspx
  4. ↑ Bronson, P. (2010, July 9). How creative are you?. Retrieved from http://www.thedailybeast.com/newsweek/galleries/2010/07/10/creativity-test.html
  5. ↑ 5.0 5.1 5.2 5.3 5.4 Sternberg, R. J. (2007). Assessing what matters. Educational Leadership, 65(4), 20-26. Retrieved from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Assessing-What-Matters.aspx.
  6. ↑ Jaffee, D. (2012, April 22). Stop telling students to study for exams. Retrieved from http://chronicle.com/article/Stop-Telling-Students-to-Study/131622/.
  7. ↑ Rivero, L. (2012, April 28). Education reform, one assignment at a time. Psychology Today, Retrieved from http://www.psychologytoday.com/blog/creative-synthesis/201204/education-reform-one-assignment-time
  8. ↑ 8.0 8.1 Brand, J. (March 2010). Campaign against EQAO launched. ETFO Voice, 12,(3),7-9.
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