Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
Building a Creative Campus
Articles on Creativity
Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers In Human Behavior, 27(3), 1185-1194. doi:10.1016/j.chb.2010.12.013
Are you characterizing your students as bored and disengaged from the learning process. Certain educational designs promote excitement and students engagement. Game-based learning is assumed to be such a design.
- Berrett, D. (April 1, 2013). Creativity: A cure for the common curriculum. Chronicle of Higher Education.
- Blythe, H. & Sweet, C. (2010). Why creativity? Why now? Tomorrow's Professor Msg.#1080. Stanford Center for Teaching and Learning.
The most conducive environment for creativity starts with an open atmosphere where students feel a freedom to take risks, where bad guesses aren't pounced on, and where every answer isn't necessarily right or wrong.
- Cachia,R.,Ferrari,A.,Ala-Mutka,K., & Punie,Y. (2010). Creative learning and innovative teaching: Final report on the study on creativity and innovation in education in the EU member states. Institute for Prospective Technology Studies.
This report is the final report of a project on ‘Creativity and Innovation in Education and Training
in the EU27 (ICEAC)’ carried out by the Institute for Prospective Technological Studies (IPTS)
- Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education --A systematic literature review. Thinking Skills and Creativity, 8(April), 80-91.
This paper reports on a systematic review of 210 pieces of educational research, policy and professional literature relating to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS).
- Ersoy, E., & Başer, N. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia - Social and Behavioral Sciences, 116(21) 3494-3498. doi:10.1016/j.sbspro.2014.01.79
The underlying principle in problem-based learning (PBL), which is one of the student-centered teaching methods in education, is the development of students’ higher-order thinking skills.
- Franklin, J. and Theall, M. (2007). Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.). IDEA Learning Objective #6, July 2007).
This article provides background information on creativity in higher education, lists the pedagogical approaches and teacher behaviors that appear to work best in fostering creativity, discusses creativity as a social process in the classroom community, and addresses assessment issues.
- Hackbert, P. H. (2010). Using improvisational exercises in general education to advance creativity, inventiveness and Innovation. US-China Education Review, 7(10), 10-21.
Improvisational theater techniques are used to enhance creative thinking and action in a variety of disciplines as broad as education, theater, dance, painting, writing and music, law, business, and most recently, entrepreneurship.
- Kleiman, P. (2008). Towards transformation: Conceptions of creativity in higher education. Innovations in Education and Teaching International, 45(3), 209-217.
- McCulloch-Lovell, E. (2005). A vocation of the imagination: Creating the creative campus. Connection: The Journal of the New England Board of Higher Education, 20(1), 14-15.
The American Assembly of Columbia University convened a 2004 conference called "The Creative Campus," from which emerged recommendations about better integrating arts offerings on campus into the curriculum.
- Pollard, V. (. (2012). Creativity and education: Teaching the unfamiliar. Australian Association For Research In Education (ERIC Document)
To develop capacity of creativity at least two factors need to be addressed: defining "creativity" and thinking about how to teach it.
- Simonton, D. (2012). Teaching creativity: Current findings, trends, and controversies in the psychology of creativity. Teaching of Psychology, 39(3), 217-222.
An overview of the recent literature.
- Tepper, S. (2002). Creative assets and the changing economy. Journal of Arts Management, Law & Society, 32(2), 159-168.
This paper evaluates recent claims that art and culture have become more valuable assets in the new economy.
- Tepper, Steven J. 2006. "Taking the measure of the creative campus." Peer Review no. 2: 4
- VALUE@aacu.org. Creative Thinking VALUE Rubric
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics.
- Vozikis, G., Solomon, G., Winkel, D., Rideout, E. C., & Gray, D. O. (2013). Does entrepreneurship education really work? A review and methodological critique of the empirical literature on the effects of university-based entrepreneurship education. Journ
Does entrepreneurship education really work to create business enterprise?
- Yu-Sien, L. (2011). Fostering Creativity through Education-A Conceptual Framework of Creative Pedagogy. Creative Education, (3), 149-155.
A three-element framework of creative pedagogy is proposed to offer a more holistic view of enhancing creativity through teaching.
Imaginative Eduction Research Group
"We are a group of researchers, teachers, graduate students, parents, and others who would like to make education more effective. To achieve this aim we have developed theories, principles, and practices designed to explain, describe, and exemplify our new approach to educating. This website is designed to introduce you to these theories, principles, and practical techniques. We call this new approach Imaginative Education (IE) because engaging students' imaginations in learning, and teachers' imaginations in teaching, seems to us crucial to making knowledge in the curriculum vivid and meaningful to students. Our work is dedicated to showing how this can be done routinely in everyday classrooms and at home."