“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.
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| Title: | “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. |
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| Authors: | Reynolds, Candyce1 (AUTHOR) reynoldsc@pdx.edu, Stevens, DannelleD.1 (AUTHOR), West, Ellen1 (AUTHOR) |
| Source: | College Teaching. Spring2013, Vol. 61 Issue 2, p51-59. 9p. 7 Charts. |
| Subject Terms: | *Teaching, *Adult learning, *Creative thinking, *Professional schools, *Students |
| Abstract: | Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative thinking, stressed connecting, demonstrated synthesis and transformation of course content. The study examined student responses to creative projects via a Likert-scale survey, open-ended narrative responses, and then scores on a rubric on creativity and integrative learning. Fifty-seven students were surveyed across all three courses. Overall, results indicate that students not only found these assignments worthwhile but also found that they furthered their learning of course content. Implications for practice are included. [ABSTRACT FROM PUBLISHER] |
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| Database: | Education Research Complete |
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| Abstract: | Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative thinking, stressed connecting, demonstrated synthesis and transformation of course content. The study examined student responses to creative projects via a Likert-scale survey, open-ended narrative responses, and then scores on a rubric on creativity and integrative learning. Fifty-seven students were surveyed across all three courses. Overall, results indicate that students not only found these assignments worthwhile but also found that they furthered their learning of course content. Implications for practice are included. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 87567555 |
| DOI: | 10.1080/87567555.2012.731660 |
