This Wiki is currently "locked". At this time no edits or non-Brock accounts can be created.

Main Page

From PSYC4P07 Winter 2013: Group 07

(Difference between revisions)

Revision as of 19:10, 4 April 2013

1 Factors Influencing Creativity in Post-secondary Education
2 Creativity In University and College
3 Extra-curricular Activities and Universities
4 Creativity in the University Classroom
5 The Efficacy of Educator Assessments on Creativity in Higher Education Students

Factors Influencing Creativity in Post-secondary Education

Creativity is defined by the Oxford dictionary as: relating to or involving the use of the imagination or original ideas to create something. Post-Secondary education has been known for its lack of creativity, supplementing a lack of creative initiate from both students and teachers in the learning environment. This Wiki will further discuss the differences between the implementation of creativity in college and university education. As well as provide information concerning new ways creativity is being increased and put to practice in the educational system through teaching methods, and lesson plans. Although focus is on curriculum, each notion lends itself to the interrelated concepts surrounding what students can do on their own time to help increase their post secondary experiences through creative outlets.

Creativity In University and College

As students climb the academic ladder of elementary school through to high school they are faced with the choice of college or university for their post secondary education. Whether they choose college or university, each offers a unique way of fostering creativity through academics and student life.

College

Many people have started to choose the college route for their post secondary education. There are many benefits to attending a college as opposed to a four year university. For anyone who has sat in a university lecture hall and has listened to a sole professor speak for up to three hours about a topic understands that it is not only boring, but one minded and does not foster the students creativity. In college, it is believed that students thrive due to the smaller class sizes, the ability to have more intimate social relationships with not only their peers, but with their professors, allowing for fluid learning and creative learning styles.

College has always been viewed as much more hands on than University, offering visual and kinesthetic learners a much more interactive environment for them to thrive in. Carla Hannaford^[1], author of Smart Moves: Why Learning is Not All in Your Head reveals that this is indeed true; “My college students have commented that just having clay available to manipulate during a lecture allowed them to more easily take in information. Whenever touch is combined with the other senses, much more of the brain is activated, thus building more complex nerve networks and tapping into more learning potential.”

Similarly to Hannaford, Donnelly^[2] believes that creativity comes from tacit and intuitive understanding and to achieve creativity, the need to express this tacit and pragmatic knowledge through work is extremely significant. College can offer an environment that allows for the expression of tacit knowledge and creativity by both the teacher and the student. A creative curriculum will ensure creativity in the learning process which is essential for students in higher education^[2]. The aspect of teaching creativity to students and inspiring them to include creative expression in their work is of utmost importance and can be implemented through guided project work and training students through work in a creative process^[3].

University

As the number of university applicants and students increase, this means larger class sizes, growing tuition costs and an environment not conducive to creativity. Gibson^[4] states that in University classes’ creativity from both professor and student is necessary for success, but when a lecturer is speaking to 100 plus students they are pressed for time and inspiring creativity on an individual level comes with increasing difficulty. Not only in University, but College as well, there are restricted choices for students, increased competition, conforming pressures, strict evaluations, amplified risk for failure and repetitive and routine learning that can effortlessly wipe out creativity in any educational setting^[4].

According to Huerta, Watt, and Reyes^[5] students with goals of graduating from post secondary education have more potential to succeed if they choose a four year university versus a two year college as students in college often have part time jobs and will take longer to complete their degree in college. Huerta, Watt and Reyes^[5] also address the development of relationships with students and their professors as well as their peers. Students who attend university are more likely to develop relationships with their professors and other students due to their environment as opposed to students in college who often view their professors as callous towards their academic success.

Fostering Creativity In Higher Education

More often than not teachers in higher education maintain their focus on reporting the content information instead of acknowledging students and how they differ in their learning styles and strategies and to tailor their lessons to encourage learning and creativity^[5]. Eljarh^[6] addresses creativity in higher education and suggests that innovation and creativity needs to be implemented in a way that encourages staff and students to develop in new and different directions that have not been formerly promoted.

The government of Ontario^[7] has recently implemented new ways to conduct creativity in universities and colleges which will help encourage students to engage in new and innovation learning. The vision presented by the government is:

“Ontario’s colleges and universities will drive creativity, innovation, knowledge, and community engagement through teaching and research. They will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students.”

Sir Ken Robinson addresses the ideas of teaching creativity in higher learning to ensure not only success in school and academia, but also living in our world;

“Teaching for creativity aims to encourage self-confidence, independence of mind, and the capacity to think for oneself.”

Donnelly^[2] addresses teaching creativity not only for school success, but for life in general since we live in a complicated world and for most students in post secondary education, the world is filled with problems for which simple solutions are hard to come by. By teaching creatively and implementing creative and tacit learning through school curriculums, students will be better suited for not only survival in this world, but to thrive successfully and will have the ability to lead meaningful and fulfilling lives.

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.^[8] 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.^[9] 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.^[9] 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. ^[10] 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.^[10] 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.^[11] 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.^[11] 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")^[12]

Problem Solving
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.^[13]

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.^[13]

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.^[14]

It is clear that our economy and culture is evolving to primarily technology based, and as Warner and Myers ^[14] 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.^[15] 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.

Environmental Conditions

The lighting, use of color and classroom design are all variables that can affect the creativity of students.^[14] These types of variables are often overlooked but as Warner and Myers ^[14] 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.^[14] Jankowska and Atlay ^[16] 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.^[16] Some examples of this include using white boards, and using technology like computers.

Professor Teaching Styles

Jankowska and Atlay ^[16] 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. ^[16]

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.^[15]

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. ^[16] ^[17] 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.^[18] 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. ^[18] 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 ^[19]

We can also see from the image provided the difference between a fixed and creative mindset. ^[20]

The Efficacy 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 ^[21] 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.^[22] 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 ^[23]

Example of TTCT task

Example of subject's drawing

Listed here is a link to a gallery with additional examples of drawings from the Torrance test .^[24]

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.^[22] 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. ^[22] 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 ^[25] echoes the same thoughts. He believes that educators should teach their students to be “active and engaged citizens” (p. 22) ^[25] 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 ^[25] 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).^[25] 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. ^[26] ^[27] 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).^[28] He goes on to say that teachers are only focused on test preparation for students, i.e. how to ‘pass the test’ (p. 8).^[28] 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 ^[25] 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

↑ Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Great River Books.
↑ ^2.0 ^2.1 ^2.2 Donnelly, R. (2004). Fostering of creativity within an imaginative curriculum in higher education. The Curriculum Journal , 15(2),
↑ Lemmy, K., Teo, C., & Waugh, R. F. (2010). A rasch measure of fostering creativity. Creativity Research Journal ,22(2), 206-218
↑ ^4.0 ^4.1 Gibson, R. (2010). The 'art' of creative teaching: Implications for higher education. Teaching in Higher Education, 15(5), 607-613.
↑ ^5.0 ^5.1 ^5.2 Huerta , J., Watt, K. M., & Reyes, P. (2013). An examination of avid graduates’ college preparation and postsecondary progress: Community college versus 4-year university students. Journal of Hispanic Higher Education, 12(1), 86-101.
↑ Eljarh, M. (2012, December 16). Need for a new higher education focus on innovation and creativity. University World News, p. 252.
↑ Government of Ontario. Ministry of Training , Colleges and Universities (2012). Strengthening Ontario's centres of creativity, innovation and knowledge (12-030)Queen's Printer for Ontario.
↑ 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
↑ ^9.0 ^9.1 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.
↑ ^10.0 ^10.1 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.
↑ ^11.0 ^11.1 Goldring, M. (2012). Cycling through the blues: The impact of systematic external stressors on student mental states and symptoms of depression. Academic Learning & Achievement, 46(3), 680-696.
↑ Transferable skills checklist. (n.d.). Retrieved from http://www.roguecc.edu/emp/Resources/transferable_skills_checklist.htm
↑ ^13.0 ^13.1 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
↑ ^14.0 ^14.1 ^14.2 ^14.3 ^14.4 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.
↑ ^15.0 ^15.1 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.
↑ ^16.0 ^16.1 ^16.2 ^16.3 ^16.4 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.
↑ 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.
↑ ^18.0 ^18.1 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.
↑ What is Creativity? (2012). Retrieved from http://www.educatorstechnology.com/2012/07/teaching-creativity-simplified for.html
↑ Winger, T. (2005). Grading to communicate. Education Leadership, 63(3) 61-65.
↑ ^22.0 ^22.1 ^22.2 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.
↑ 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
↑ Bronson, P. (2010, July 9). How creative are you?. Retrieved from http://www.thedailybeast.com/newsweek/galleries/2010/07/10/creativity-test.html
↑ ^25.0 ^25.1 ^25.2 ^25.3 ^25.4 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.
↑ Jaffee, D. (2012, April 22). Stop telling students to study for exams. Retrieved from http://chronicle.com/article/Stop-Telling-Students-to-Study/131622/.
↑ 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
↑ ^28.0 ^28.1 Brand, J. (March 2010). Campaign against EQAO launched. ETFO Voice, 12,(3),7-9.

Retrieved from "https://kumu.brocku.ca/psyc4p07-winter-2013-group07/Main_Page"

 “My college students have commented that just having clay available to manipulate during a lecture allowed them to more easily take in information. Whenever touch is combined with the other senses, much more of the brain is activated, thus building more complex nerve networks and tapping into more learning potential.”
-Similarly to Hannaford, Donnelly<ref name="donnelly">Donnelly, R. (2004). Fostering of creativity within an imaginative curriculum in higher education. The Curriculum Journal , 15(2),</ref> believes that creativity comes from tacit and intuitive understanding and to achieve creativity, the need to express this tacit and pragmatic knowledge through work is extremely significant. College can offer an environment that allows for the expression of tacit knowledge and creativity by both the teacher and the student. A creative curriculum will ensure creativity in the learning process which is essential for students in higher education<ref name="donnelly" />.  The aspect of teaching creativity to students and inspiring them to include creative expression in their work is of utmost importance and can be implemented through guided project work and training students through work in a creative process<ref>Lemmy, K., Teo, C., & Waugh, R. F. (2010). A rasch measure of fostering creativity . Creativity Research Journal ,22(2), 206-218</ref>.
+Similarly to Hannaford, Donnelly<ref name="donnelly">Donnelly, R. (2004). Fostering of creativity within an imaginative curriculum in higher education. ''The Curriculum Journal , 15''(2),</ref> believes that creativity comes from tacit and intuitive understanding and to achieve creativity, the need to express this tacit and pragmatic knowledge through work is extremely significant. College can offer an environment that allows for the expression of tacit knowledge and creativity by both the teacher and the student. A creative curriculum will ensure creativity in the learning process which is essential for students in higher education<ref name="donnelly" />.  The aspect of teaching creativity to students and inspiring them to include creative expression in their work is of utmost importance and can be implemented through guided project work and training students through work in a creative process<ref>Lemmy, K., Teo, C., & Waugh, R. F. (2010). A rasch measure of fostering creativity. ''Creativity Research Journal ,22''(2), 206-218</ref>.
 === University ===
-As the number of university applicants and students increase, this means larger class sizes, growing tuition costs and an environment not conducive to creativity. Gibson<ref name="gibson">Gibson, R. (2010). The 'art' of creative teaching: Implications for higher education. Teaching in Higher Education, 15(5), 607-613.</ref> states that in University classes’ creativity from both professor and student is necessary for success, but when a lecturer is speaking to 100 plus students they are pressed for time and inspiring creativity on an individual level comes with increasing difficulty. Not only in University, but College as well, there are restricted choices for students, increased competition, conforming pressures, strict evaluations, amplified risk for failure and repetitive and routine learning that can effortlessly wipe out creativity in any educational setting<ref name="gibson" />.
+As the number of university applicants and students increase, this means larger class sizes, growing tuition costs and an environment not conducive to creativity. Gibson<ref name="gibson">Gibson, R. (2010). The 'art' of creative teaching: Implications for higher education. ''Teaching in Higher Education, 15''(5), 607-613.</ref> states that in University classes’ creativity from both professor and student is necessary for success, but when a lecturer is speaking to 100 plus students they are pressed for time and inspiring creativity on an individual level comes with increasing difficulty. Not only in University, but College as well, there are restricted choices for students, increased competition, conforming pressures, strict evaluations, amplified risk for failure and repetitive and routine learning that can effortlessly wipe out creativity in any educational setting<ref name="gibson" />.
-According to Huerta, Watt,  and Reyes<ref name="watt">Huerta , J., Watt, K. M., & Reyes, P. (2013). An examination of avid graduates’ college preparation and postsecondary progress: Community college versus 4-year university students. Journal of Hispanic Higher Education, 12(1), 86-101.</ref> students with goals of graduating from post secondary education have more potential to succeed if they choose a four year university versus a two year college as students in college often have part time jobs and will take longer to complete their degree in college. Huerta, Watt and Reyes<ref name="watt" /> also address the development of relationships with students and their professors as well as their peers. Students who attend university are more likely to develop relationships with their professors and other students due to their environment as opposed to students in college who often view their professors as callous towards their academic success.
+According to Huerta, Watt,  and Reyes<ref name="watt">Huerta , J., Watt, K. M., & Reyes, P. (2013). An examination of avid graduates’ college preparation and postsecondary progress: Community college versus 4-year university students. ''Journal of Hispanic Higher Education, 12''(1), 86-101.</ref> students with goals of graduating from post secondary education have more potential to succeed if they choose a four year university versus a two year college as students in college often have part time jobs and will take longer to complete their degree in college. Huerta, Watt and Reyes<ref name="watt" /> also address the development of relationships with students and their professors as well as their peers. Students who attend university are more likely to develop relationships with their professors and other students due to their environment as opposed to students in college who often view their professors as callous towards their academic success.
 === Fostering Creativity In Higher Education ===
 = 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.<ref name="Warner">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.</ref>
+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.<ref name="Warner">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.</ref>
-It is clear that our economy and culture is evolving to primarily technology based, and as Warner and Myers <ref name="Warner"/> 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.<ref name="Hong">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.</ref> 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.
+It is clear that our economy and culture is evolving to primarily technology based, and as Warner and Myers <ref name="Warner"/> 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.<ref name="Hong">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.</ref> 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.
 === Environmental Conditions===
-The lighting, use of color and classroom design are all variables that can affect the creativity of students.<ref name="Warner"/> These types of variables are often overlooked but as Warner and Myers <ref name="Warner"/> 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.<ref name="Warner"/> Jankowska and Atlay <ref name="Atlay"> 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.</ref> 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.<ref name="Atlay"/> Some examples of this include using white boards, and using technology like computers.
+The lighting, use of color and classroom design are all variables that can affect the creativity of students.<ref name="Warner"/> These types of variables are often overlooked but as Warner and Myers <ref name="Warner"/> 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.<ref name="Warner"/> Jankowska and Atlay <ref name="Atlay"> 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.</ref> 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.<ref name="Atlay"/> Some examples of this include using white boards, and using technology like computers.
 === Professor Teaching Styles===
 One of the many ways professors can encourage creativity among their students’ is to
-use problem-solving techniques.<ref name="Live">Livingston, L. (2010). Teaching Creativity in Higher Education. Arts Education Policy Review, 111(2), 59-62. doi:10.1080/10632910903455884.</ref> 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. <ref name="Live"/> 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.
+use problem-solving techniques.<ref name="Live">Livingston, L. (2010). Teaching Creativity in Higher Education. ''Arts Education Policy Review, 111''(2), 59-62. doi:10.1080/10632910903455884.</ref> 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. <ref name="Live"/> 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.
 We can also see from the image provided the difference between a fixed and creative mindset. <ref name="Pic">What is Creativity? (2012). Retrieved from http://www.educatorstechnology.com/2012/07/teaching-creativity-simplified for.html</ref>
-= The Effects of Educator Assessments on Creativity in Higher Education Students =
+= The Efficacy 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 <ref>Winger, T. (2005). Grading to communicate. ''Education Leadership, 63''(3) 61-65. </ref> 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.