New Directions for Academic Creativity
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New Directions for Academic Creativity
- 1. New Directions for Academic Creativity: Developing an Integrated Learning Space Dr. Russell Carpenter, Director Trenia Napier, Research Coordinator Noel Studio for Academic Creativity Eastern Kentucky University A Presentation for the Kentucky Conference on the Scholarship of Teaching and Learning 26 May 2010
- 4. 30 circles
- 6. The Noel Studio for Academic Creativity
- 18. What Does this Say About Teaching? Our best teachers will be those who understand how to make “not knowing” useful, who can throw away the blueprint, template, the map and help their students make a new kind of sense. - McWilliam, The Creative Workforce , 100
Notas del editor
- Introduce pres/speakers/institution
- Show “prototype this” -- start with a short video that discusses creativity, play, and prototyping
- Ask for audience participation—record responses if possible
- Practical application—use 30 circles sheet on the back of SLO packet—share circles—share how they felt completing the exercise. How many circles did they complete? Tie to creative methods—generate ideas, all ideas are valid and valuable, have to get ideas out before you can develop/refine them, too often we’re worried about what ideas look like and who thinks what about the topic. Visual thinking and creativity (can take the form of a map, clusters, etc) as creative idea-generating techniques. [transition to 21 st century literacy/multiliteracy]
- The academy demands that students think and communicate in new, creative ways. Communication skills are often ranked as the most desirable trait in college graduates. Ubiquitous technologies enable students to compose messages for mass audiences with ease, and through these media, students develop communication much different from traditional print-based products. Given these recent developments, the academy has new responsibilities and challenges, which include embracing, engaging, and enhancing the multiliteracy practices of its students.
- A new, innovative space is under construction at Eastern Kentucky University. Set to open in fall 2010, the learning experience of EKU students will be radically transformed by the Noel Studio for Academic Creativity. The Noel Studio embodies the standard EKU has set internally in its Quality Enhancement Program (QEP), a focused university-wide initiative to develop informed, critical and creative thinkers who communicate effectively.
- Students who use the Noel Studio will be able to improve their communication skills by 1. Understanding the foundational elements of all communication 2. Seeing the connections between effective communication and appropriate information 3. Utilizing the fundamentals of critical and creative thinking to create and revise their communication products 4. Working with consultants to develop research strategies, organize and refine ideas, deliver articulate presentations, and create high quality products 5. Honing teamwork skills in order to effectively communicate in group situations
- Designing space to encourage creativity, communication—responsive to 21 st century literacies
- Overview strategies—highlight some ways that they will/should work in the Studio
- Overview of SLOs/refer back to the Studio SLO handout
- Elaborate—use questions to identify purpose and information need with own comm—through questioning, take an objective look at own piece—Audience? Purpose? Rationale? Rhetorical situation? Context? Identify opposition/opposing views? Assumptions? Context—helps students to get a distance, to think critically about how they’ve approached the communication piece, and whether they need additional information to support their points for this goal/comm Put into action in the Studio—open-ended, objective, question/thought-driven, integrate research with comm.
- Elaborate—synonyms—collaborative—when students don’t know much about their topic or when they think they know it inside and out—database/keyword search—pre-planning process-think about what topic is and other words that represent topic, thought before they go in and a clearer view of what they’re doing—macro/micro view of info. Context—students need information-related support when A) doing research B) drafting, etc. Put into action in the Studio—MLS grad students/information-fluent space (library), complementary relationship between/among areas and consultants
- Elaborate—earlier, we discussed “play” . . . play/creativity is not anarchy but requires the negotiation of codes—not all information is appropriate for all purposes—students must learn to negotiate the codes of responsible information gathering to foster creativity as it informs the development of successful and effective communication pieces Context—develop more information fluent students within Studio (i.e. students who can gather, evaluate, and use information responsibly and effectively) Put into action in the Studio--
- Elaborate—doesn’t have to be as elaborate as stupid Bob here, but can take the form of shapes/images/arrows that help organize ideas/concepts Context-- Put into action in the Studio—writable spaces
- Elaborate—extract verbs, nouns, other parts of speech, replace w/ another – madlib – read back to front or use a piece of paper to reveal one sentence at a time—Barthes, A Lover’s Discourse –fragmentation Context—read for style and word choice, for example, rather than context/cohesion – read for lower-order concerns rather than higher-order concerns Put into action in the Studio—explore options/open possibilities/help students learn to do it on their own—goal of producing better communicators
- Encourage discussion--record
- Collaboration as key for creativity and invention—partners in learning—learning is a social process—creativity occurs in safe, supportive environments where all ideas have academic merit and value. We must provide creative learning spaces that engage various learning styles. Invite creativity by providing resources for students to work alone or in groups (for play and prototyping—see “Prototype This”).
- All ideas have value—not knowing leads to questions—make sense of information, communication. We must stimulate and empower students to move beyond their comfort level so that they can risk asking the question. We must facilitate the development of effective communication skills, moving students from a “getting help” and “needing correction” instructional philosophy to a collaborative instructional philosophy.