View Item 

Show simple item record

Teaching Creative Process across Disciplines
dc.contributor.authorDaly, Shanna R.
dc.contributor.authorMosyjowski, Erika A.
dc.contributor.authorSeifert, Colleen M.
dc.date.accessioned2019-04-02T18:10:14Z
dc.date.available2020-05-01T18:03:26Zen
dc.date.issued2019-03
dc.identifier.citationDaly, Shanna R.; Mosyjowski, Erika A.; Seifert, Colleen M. (2019). "Teaching Creative Process across Disciplines." The Journal of Creative Behavior 53(1): 5-17.
dc.identifier.issn0022-0175
dc.identifier.issn2162-6057
dc.identifier.urihttps://hdl.handle.net/2027.42/148345
dc.description.abstractWhile there is great interest in higher education about teaching creative process, there have been relatively few studies of how courses can facilitate the development of creative skills. The goal of this study was to document how college instructors structure courses intended to develop students’ creative processes. The study data included interviews from instructors and students using a critical case sample of fifteen courses at a single U.S. University. A qualitative analysis of the transcripts yielded a set of 14 pedagogical elements appearing across courses. Common elements were open‐ended projects and skill‐building activities, and less frequently, risk taking experiences and self‐reflection. The sample included undergraduate courses in engineering, education, the liberal arts, and the arts, and the elements observed were often shared across courses from different disciplines. These findings provide a diverse set of pedagogical approaches and opportunities for building creative process skills within undergraduate courses.
dc.publisherLongman
dc.publisherWiley Periodicals, Inc.
dc.subject.otherresearch
dc.subject.othercognition
dc.subject.othercreativity
dc.subject.otherprocess
dc.subject.othereducation
dc.titleTeaching Creative Process across Disciplines
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/148345/1/jocb158.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/148345/2/jocb158_am.pdf
dc.identifier.doi10.1002/jocb.158
dc.identifier.sourceThe Journal of Creative Behavior
dc.identifier.citedreferenceSanders, E.B.N. ( 2006 ). Scaffolds for building everyday creativity. In J. Frascara (Ed.), Design for effective communications: Creating contexts for clarity and meaning (pp. 65 – 77 ). New York: Allworth Press.
dc.identifier.citedreferenceScott, G., Leritz, L.E., & Mumford, M.D. ( 2004 ). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16, 361 – 388.
dc.identifier.citedreferenceSeng, T.O. ( 2000 ). Thinking skills, creativity, and problem‐based learning. Paper presented at the 2nd Asia Pacific Conference on Problem‐Based Learning, December 4–7, Singapore.
dc.identifier.citedreferenceSessa, V.I. ( 1996 ). Using perspective taking to manage conflict and affect in teams. Journal of Applied Behavioral Science, 32, 101 – 115.
dc.identifier.citedreferenceSimonton, D.K. ( 2000 ). Creativity: Cognitive, personal developmental, and social aspects. American Psychologist, 55, 151 – 158.
dc.identifier.citedreferenceSomervell, H. ( 1993 ). Issues in assessment, enterprise and higher education: The case for self‐peer and collaborative assessment. Assessment and Evaluation in Higher Education, 18, 221 – 233.
dc.identifier.citedreferenceSpeizer, J.J. ( 1981 ). Role models, mentors, and sponsors: The elusive concepts. Signs, 6, 692 – 712.
dc.identifier.citedreferenceSpelt, E.J., Biemans, H.J., Tobi, H., Luning, P.A., & Mulder, M. ( 2009 ). Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 21, 365 – 378.
dc.identifier.citedreferenceSternberg, R.J., & Lubart, T. ( 1995 ). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
dc.identifier.citedreferenceSternberg, R.J., & Williams, W.M. ( 1996 ). How to develop student creativity. Alexandria, VA: Association for Supervision and Curriculum Development.
dc.identifier.citedreferenceStouffer, W.B., Russel, J., & Oliva, M.G. ( 2004 ). Making the strange familiar: Creativity and the future of engineering education. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, Salt Lake City, UT.
dc.identifier.citedreferenceThousand, J.S., Villa, R.A., & Nevin, A. ( 1994 ). Creativity and collaborative learning: The practical guide to empowering students and teachers. Baltimore: Paul H. Brookes.
dc.identifier.citedreferenceTopping, K. ( 1998 ). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249 – 276.
dc.identifier.citedreferenceTorrance, E.P. ( 1962 ). Guiding creative talent. Englewood Cliffs, NJ: Prentice‐Hall.
dc.identifier.citedreferenceTorrance, E.P. ( 1972 ). Teaching for creativity. Journal of Creative Behavior, 6, 114 – 143.
dc.identifier.citedreferenceTorrance, E.P., & Myers, R.E. ( 1973 ). Creative learning and teaching. New York: Dodd, Mead.
dc.identifier.citedreferenceTreffinger, D., Young, G., Shelby, E., & Shepardson, C. ( 2002 ). Assessing creativity: A guide for educators. Storrs, CT: The National Research Center on the Gifted and Talented.
dc.identifier.citedreferenceVan den Berg, I., Admiraal, W., & Pilot, A. ( 2006 ). Designing student peer assessment in higher education: Analysis of written and oral peer feedback. Teaching in Higher Education, 11, 135 – 147.
dc.identifier.citedreferenceVerhaegen, P.A., D’Hondt, J., Vandevenne, D., Dewulf, S., & Duflou, J.R. ( 2011 ). Identifying candidates for design‐by‐analogy. Computers in Industry, 62, 446 – 459.
dc.identifier.citedreferenceVernon, D., & Blake, R. ( 1993 ). Does problem‐based learning work? A meta‐analysis of evaluative research. Academic Medicine, 68, 550 – 563.
dc.identifier.citedreferenceWatts, M. ( 2001 ). Science and poetry: Passion v. prescription in school science? International Journal of Science Education, 23, 197 – 208.
dc.identifier.citedreferenceWilde, D.J. ( 1993 ). Changes among ASEE creativity workshop participants. Journal of Engineering Education, 82, 167 – 170.
dc.identifier.citedreferenceWilkin, M. ( 2005 ). Reviewing the review: An account of a research investigation of “the crit”. In D. Nichol & S. Pilling (Eds.), Changing architectural education: Towards a new professionalism (pp. 100 – 107 ). London: Spon Press.
dc.identifier.citedreferenceWince‐Smith, D.L. ( 2006 ). The creativity imperative: A national perspective. Peer Review, 8.2, 12.
dc.identifier.citedreferenceAdams, R.S., Turns, J., & Atman, C.J. ( 2003 ). Educating effective engineering designers: The role of reflective practice. Design Studies, 24, 275 – 294.
dc.identifier.citedreferenceAmabile, T.M. ( 1983 ). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357.
dc.identifier.citedreferenceAnderson, N.B. ( 2006 ). Evidence‐based practice in psychology. American Psychologist, 61, 271 – 285.
dc.identifier.citedreferenceAnderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. ( 2001 ). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
dc.identifier.citedreferenceAnthony, K.H. ( 1987 ). Private reactions to public criticism; Students, faculty, and practicing architects state their views on design juries in architectural education. Journal of Architectural Education, 40, 2 – 11.
dc.identifier.citedreferenceAnzai, Y., & Simon, H.A. ( 1979 ). The theory of learning by doing. Psychological Review, 86, 124 – 140.
dc.identifier.citedreferenceBaillie, C., & Walker, P. ( 1998 ). Fostering creative thinking in student engineers. European Journal of Engineering Education, 23, 35 – 44.
dc.identifier.citedreferenceBaloche, L., Montgomery, D., Bull, K.S., & Slayer, B.K. ( 1992 ). Faculty perceptions of college creativity courses. Journal of Creative Behavior, 26, 222 – 227.
dc.identifier.citedreferenceBarrows, H.S., & Tamblyn, R. ( 1980 ). Problem‐based learning: An approach to medical education. New York: Springer.
dc.identifier.citedreferenceBeaty, R.E., Silvia, P.J., Nusbaum, E.C., Jauk, E., & Benedek, M. ( 2014 ). The roles of associative and executive processes in creative cognition. Memory & Cognition, 42, 1186 – 1197.
dc.identifier.citedreferenceBeghetto, R.A., & Kaufman, J. C. ( 2010 ). Broadening conceptions of creativity in the classroom. In R.A. Beghetto & J.C. Kaufman (Eds.), Nurturing creativity in the classroom ( 1st ed., pp. 191 – 205 ). New York: Cambridge University Press.
dc.identifier.citedreferenceBlumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A. ( 1991 ). Motivating project‐based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369 – 398.
dc.identifier.citedreferenceBransford, J.D., Brown, A.L., & Cocking, R.R. ( 1999 ). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
dc.identifier.citedreferenceBrown, A.L. ( 1987 ). Metacognition, executive control, self regulation, and other more mysterious mechanisms. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65 – 116 ). Hillsdale, NJ: Lawrence Erlbaum.
dc.identifier.citedreferenceBull, S., Montgomery, D., & Baloche, L. ( 1995 ). Teaching creativity at the college level: A synthesis of curricular components perceived as important by instructors. Creativity Research Journal, 8, 83 – 89.
dc.identifier.citedreferenceCarlson, L.E., & Sullivan, J.F. ( 1999 ). Hands‐on engineering: Learning by doing in the integrated teaching and learning program. International Journal of Engineering Education, 15, 20 – 31.
dc.identifier.citedreferenceCase, J.M., & Light, G. ( 2011 ). Emerging research methodologies in engineering education research. Journal of Engineering Education, 100, 186 – 210.
dc.identifier.citedreferenceChristiaans, H. ( 1992 ). Creativity in design: The role of domain knowledge in designing. TU Delft: Delft University of Technology.
dc.identifier.citedreferenceChung, J.C.C., & Chow, S.M.K. ( 2004 ). Promoting student learning through a student‐centered problem‐based learning subject curriculum. Innovation in Education and Teaching International, 41, 157 – 168.
dc.identifier.citedreferenceCloud‐Hanson, K.A., Kuehner, J.N., Tong, L., Miller, S., & Handelsman, J. ( 2008 ). Money, sex and drugs: A case study to teach the genetics of antibiotic resistance. CBE Life Sciences Education, 7, 302 – 309.
dc.identifier.citedreferenceCole, D.G., Sugioka, H.L., & Yamagata‐Lynch, L.C. ( 1999 ). Supportive classroom environments for creativity in higher education. Journal of Creative Behavior, 33, 277 – 293.
dc.identifier.citedreferenceCosh, J. ( 1999 ). Peer observation: A reflective model. ELT, 53, 22 – 27.
dc.identifier.citedreferenceCreswell, J.W. ( 1994 ). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
dc.identifier.citedreferenceCropley, A.J. ( 2001 ). Creativity in education and learning: A guide for teachers and educators. London: Kogan Page.
dc.identifier.citedreferenceCsikszentmihalyi, M. ( 1990 ). The domain of creativity. In M.A. Runco & R.S. Albert (Eds.), Theories of creativity (pp. 190 – 212 ). Newbury Park, CA: Sage.
dc.identifier.citedreferenceDaly, S., Adams, R., & Bodner, G. ( 2012 ). What does it mean to design? A qualitative investigation of design professionals’ experiences. Journal of Engineering Education, 101, 187 – 219.
dc.identifier.citedreferenceDaly, S.R., Mosyjowski, E., & Seifert, C.M. ( 2014 ). Teaching creativity in engineering courses. Journal of Engineering Education, 103, 417 – 449.
dc.identifier.citedreferenceDannels, D.P., & Martin, K.N. ( 2008 ). Critiquing critiques: A genre analysis of feedback across novice to expert design studios. Journal of Business and Technical Communication, 22, 135 – 159.
dc.identifier.citedreferenceDeHaan, R.L. ( 2009 ). Teaching creativity and inventive problem solving in science. CBE Life Sciences Education, 8, 172 – 181; doi: 10.1187/cbe.08‐12‐0081.
dc.identifier.citedreferenceDewulf, S., & Baillie, C. ( 1999 ). CASE: How to foster creativity. London: Department for Education and Employment.
dc.identifier.citedreferenceDochy, F.J.R.C., Segers, M., & Sluijsmans, D. ( 1999 ). The use of self‐, peer and co‐assessment in higher education: A review. Studies in Higher Education, 24, 331 – 350.
dc.identifier.citedreferenceDochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. ( 2003 ). Effects of problem‐based learning: A meta‐analysis. Learning and Instruction, 13, 533 – 568.
dc.identifier.citedreferenceDutson, A.J., Todd, R.H., Magleby, S.P., & Sorensen, C.D. ( 1997 ). A review of literature on teaching engineering design through project‐oriented capstone courses. Journal of Engineering Education, 86, 17 – 28.
dc.identifier.citedreferenceElliott, J. ( 2001 ). Making evidence‐based practice educational. British Educational Research Journal, 27, 555 – 574.
dc.identifier.citedreferenceFinke, R.A., Ward, T.B., & Smith, S.M. ( 1992 ). Creative cognition: Theory, research, and applications. Cambridge, MA: MIT Press.
dc.identifier.citedreferenceFlyvbjerg, B. ( 2006 ). Five misunderstandings about case‐study research. Qualitative Inquiry, 12, 219 – 245.
dc.identifier.citedreferenceFlyvbjerg, B. ( 2011 ). Case study. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research ( 4th edn, pp. 301 – 316 ). Thousand Oaks, CA: Sage.
dc.identifier.citedreferenceFogler, H.S., & LeBlanc, S.E. ( 2013 ). Strategies for creative problem solving ( 3rd edn ). Upper Saddle River, NJ: Prentice Hall.
dc.identifier.citedreferenceGibson, D.E. ( 2004 ). Role models in career development: New directions for theory and research. Journal of Vocational Behavior, 65, 134 – 156.
dc.identifier.citedreferenceGlaser, B., & Strauss, A. ( 2009 ). The discovery of grounded theory: Strategies for qualitative research. London: Wiedenfeld and Nicholson.
dc.identifier.citedreferencede Graaff, E., & Kolmos, A. ( 2003 ). Characteristics of problem‐based learning. International Journal of Engineering Education, 19, 657 – 662.
dc.identifier.citedreferenceGrant, A.M., & Berry, J.W. ( 2011 ). The necessity of others is the mother of invention: Intrinsic and prosocial motivations, perspective taking, and creativity. Academy of Management Journal, 54, 73 – 96.
dc.identifier.citedreferenceHauer, A., & Daniels, M. ( 2008, January). A learning theory perspective on running open‐ended group projects (OEGPs). In Proceedings of the Tenth Conference on Australasian Computing Education, 78 (pp. 85 – 91 ). Wollongong, Australia: Australian Computer Society.
dc.identifier.citedreferenceHelle, L., Tynjälä, P., & Olkinuora, E. ( 2006 ). Project‐based learning in post‐secondary education–theory, practice and rubber sling shots. Higher Education, 51, 287 – 314.
dc.identifier.citedreferenceHennessey, B.A., & Amabile, T.M. ( 2010 ). Creativity. Annual Review of Psychology, 61, 569 – 598.
dc.identifier.citedreferenceHoever, I.J., Van Knippenberg, D., van Ginkel, W.P., & Barkema, H.G. ( 2012 ). Fostering team creativity: Perspective taking as key to unlocking diversity’s potential. Journal of Applied Psychology, 97, 982 – 996.
dc.identifier.citedreferenceHorn, J., Hong, J., ChanLin, L., Chang, S., & Chu, H. ( 2005 ). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29, 352 – 358.
dc.identifier.citedreferenceIsaksen, S.G., Dorval, K.B., & Treffinger, D.J. ( 2010 ). Creative approaches to problem solving: A framework for innovation and change. Thousand Oaks, CA: Sage.
dc.identifier.citedreferenceIshii, N., Suzuki, Y., Fujiyoshi, H., Fujii, T., & Kozawa, M. ( 2006 ). A framework for designing learning environments fostering creativity. In A. Méndez‐Vilas, A. Solano Martín, J.A. Mesa González & J. Mesa González (Eds.), Current developments in technology‐assisted education (pp. 228 – 232 ). Badajoz, Spain: Formatex.
dc.identifier.citedreferenceJablokow, K. ( 2001 ). The thinking expedition: A course in creativity, innovation and change. Proceedings of the 2001 ASEE Conference and Exposition, Albuquerque, NM.
dc.identifier.citedreferenceKazerounian, K., & Foley, S. ( 2007 ). Barriers to creativity in engineering education: A study of instructors and students perceptions. Journal of Mechanical Design, 129, 761 – 768.
dc.identifier.citedreferenceKelley, T. ( 2007 ). The art of innovation: Lessons in creativity from IDEO, America’s leading design firm. New York: Crown Business.
dc.identifier.citedreferenceKind, P.M., & Kind, V. ( 2007 ). Creativity in science education: Perspectives and challenges for developing school science. Studies in Science Education, 43, 1 – 37.
dc.identifier.citedreferenceKirton, M.J. ( 2004 ). Adaption‐innovation: In the context of diversity and change. New York: Routledge.
dc.identifier.citedreferenceKolb, D.A. ( 1984 ). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice‐Hall.
dc.identifier.citedreferenceLattuca, L.R. ( 2001 ). Creating interdisciplinarity: Interdisciplinary research and teaching among college and university faculty. Nashville: Vanderbilt University Press.
dc.identifier.citedreferenceLattuca, L.R., Voigt, L.J., & Fath, K.Q. ( 2004 ). Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 28, 23 – 48.
dc.identifier.citedreferenceLinsey, J., Markman, A., & Wood, K. ( 2012 ). Design by analogy: A study of the WordTree Method for problem re‐representation. Journal of Mechanical Design, 13, 041009.
dc.identifier.citedreferenceMalterud, K. ( 2001 ). Qualitative research: Standards, challenges, and guidelines. Lancet, 358, 483 – 488.
dc.identifier.citedreferenceMarquis, E., & Vajoczki, S. ( 2012 ). Creative differences: Teaching creativity across the disciplines. International Journal for the Scholarship of Teaching and Learning, 6, 6.
dc.identifier.citedreferenceMills, J.E., & Treagust, D.F. ( 2003 ). Engineering education—Is problem‐based or project‐based learning the answer? Australasian Journal of Engineering Education, 3, 2 – 16.
dc.identifier.citedreferenceMumford, M.D., Mobley, M.I., Uhlman, C.E., Reiter‐Palmon, R., & Doares, L. ( 1991 ). Process analytic models of creative capacities. Creativity Research Journal, 4, 91 – 122.
dc.identifier.citedreferenceNelson, H., & Stolterman, E. ( 2012 ). The design way: Intentional change in an unpredictable world ( 2nd edn ). Cambridge, MA: MIT Press.
dc.identifier.citedreferenceNicol, D.J., & Macfarlane‐Dick, D. ( 2006 ). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199 – 218.
dc.identifier.citedreferenceOh, Y., Ishizaki, S., Gross, M.D., & Do, E. ( 2013 ). A theoretical framework of design critiquing in architecture studios. Design Studies, 34, 302 – 325.
dc.identifier.citedreferencePatton, M. ( 1990 ). Qualitative evaluation and research methods (2nd Ed.). Newbury Park, CA: SAGE.
dc.identifier.citedreferencePrince, M. ( 2004 ). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223 – 232.
dc.identifier.citedreferencePrince, M.J., & Felder, R.M. ( 2006 ). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95, 123 – 138.
dc.identifier.citedreferenceReynolds, C., Stevens, D.D., & West, E. ( 2013 ). “I’m in a professional school! Why are you making me do this?” A cross‐disciplinary study of the use of creative classroom projects on student learning. College Teaching, 61, 51 – 59.
dc.identifier.citedreferenceRunco, M.A. ( 2004 ). Everyone has creative potential. In R.J. Sternberg, E.L. Grigorenko & J.L. Singer (Eds.), Creativity: From potential to realization (pp. 21 – 30 ). Washington, DC: American Psychological Association.
dc.identifier.citedreferenceSchön, D.A. ( 1990 ). The design process. In V.A. Howard (Ed.), Varieties of thinking: Essays from Harvard’s philosophy of education research center (pp. 111 – 141 ). New York: Routledge.
dc.identifier.citedreferenceSchön, D.A. ( 1993 ). The reflective practitioner: How professionals think in action. San Francisco: Jossey‐Bass.
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
jocb158.pdf
Size:
201.9KB
Format:
PDF
View/Open
Name:
jocb158_am.pdf
Size:
287.8KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.