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Lone Star College North HarrisFast facts (2012-2013)

• Headcount: 17,217• Developmental Studies: 31% (at least

one course)• M C : 16%• Demographics:

• 37% H9 31%B9 18%W9 5%A

1 = M 5 E

HUMD 0330 curriculumYour College Experience: Strategies for Success, loth ed.

Gardner/Barefoot. 2012)

• Part 1 Preparing for Success• Part 2 Preparing to Study• Part 3 Preparing for Life

General FTIC Student Challenges• work loads/schedules• absenteeism/tardiness• student engagement in class• outside assignments; time on task• assignment due date readiness• common denominators?

Fast Facts cont.-Spring 2013HUMD 0330

• total enrolled: 1430• total completion: 1392• total success: 53% (final grade A, B, C, P)• face to face total enrolled: 1290• total completion: 1256• total success: 669 (53%)• online:

• total enrolled: 28• total completed: 28• total success: 46%

How to integrate Creativity and Creative Problemsolving tools within the existing curriculum toaddress student challenges?

• with goals of creating a learning environmentthat is: active, constructive, and collaborative

LEADERSHIPInterview with authors

Gerard Pucci° &Mary Murdock

BUFFALO STATEThe State University of New York

THEINTERNATIONALCENTERFORSTU DIESIN CREATIVITY

"Creativity is the interaction amongaptitude, process, and environment bywhich an individual or group produces aperceptible product that is both noveland useful as defined within a socialcontext" (p. 90)

• Plucker, J. A., Beghetto, R. A., D o w,G. (2004).

-11W1

Creativity and innovation should be at the core ofnst century learning in order to equip studentswith nst century career and workforce skills.

Trilling, B., & Fadel, C. (2009). 21S1 century skills: Learning for life in our limes.San Francisco, CA: jossey-Bass.

See Bibliography handout for more studies oncreativity and the need for greater creativity,creative problem solving and innovation inthe classroom and workforce

Creative Problem SolvingA process, a method, a system for approaching aproblem in an imaginative way resulting ineffective action. - Ruth Nolier, InternationalCenter for Studies in Creativity (1978)

People trained in CPS:• try harder at tasks,• give up less easily,• consider more factors• define problems better• evaluate and develop ideas in both academic

and personal settings.

Parnes, Sid (1992) The Creative Studies Project

Understand — Describe, Explain

Bloom's Taxonomy(Revised)

Imp %%V. Ara ors cd go% cm.mcccmcn t -cy berpu v 2 pd I

Knowledge - Remember

Based on an APA adaptation of Anderson, LW. & Kratftwold, D.R. (Eds.) (2001)

Gagne's Hierarchy of Learning

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0 NCEPT LEARNIN r

DISCRIMINATIONLEARNING

VERBALASSOCIATION

C H A I N I N G

STIMULUSRESPONSE

SIGNALLEARNING

6+5

SitneUdt1

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Fixed mindset

People have permanenttraits and talents

Feel smart when not makingmistakes

'-Interest in problems drop atonset of difficulty

Effort and difficulty makeyou feel dumb

More likely praised fortalent/ability which leads to

less risk-taking andchallenge in future tasks

• Effort casts doubt in one'stalent Says...I must not besmart if I have to expend

effortInternal dialogue: put a

strong evaluation (neg. orpos.) on information.

something good happens =•os. label/ Something bad

ha. e n s = ne label

_

Growth mindset

Qualities and talents can be cultivated

Mistakes and setbacks are natural part oflife and can produce learning

Interests in problems persists despitedifficulty

Effort and difficulty give you neuralconnections and make you smarter.Allows one to embrace learning and

breeds resilienceMore likely praised for

effort/process/strategy/persistence

Effort is a cause of pride. Talent can bedeveloped.

More attuned to learning andconstructive action of pos. or neg.

information.

Growth mindset training studies withMiddle and high school students show

impact on learning(brain_growth similar to a muscle)

apted from the book: Mindset: The New Psychology of Success. Carol S. Dweck(2007). Ballantine Books, New York.

Fixed vs Growth MindsetsDr. Carol Dreeek,

Standford University

The SAW Approach to LearningSomatic (learning by physical activity that usesthe hotly in some way)

Auditory (learning by talking and socialinteraction)

Visual (learning by watching anti listening)

Intellectual (learning by reflecting, thinking, andanalyzing)

-The Accelerated Learning Handbook (woo)Dave Meier

%

. f . d i The Triune BrainI 1 Model

Chun•Hori 2007

• motivation,laughter,long-termmemory

Neocortex

g i p Limbic SystemEmotions

11Mi l r -

411Rept i l ian B r a i nInstinct

Survival

LogicHigher thinking skills

ip;6:6v ,i,Ready for Improv7 lik*.v...."•.;•;h

Leadership Lessons fromImprovisation applicable to FY

Students

• listening• collaboration• deferral ofjudgement• dealing with ambiguity• negotiation• imagination/dreaming• playfulness• problem solving• trust• risk-taking• celebration• shuts down inhibitions and self-sensoring.

Creative Problem Solving: TheThinking Skills Model

clarification

Creative Leadership: Skills That Drive ChangePuccio, Murdock, & Mance (2007)

go

TO DIVERGEIDeferi judgmentGo for gimlet

• Makesconglectioons• Seek no eity

fr- ncuba ion

How to get students topick up their pants?

When you look at this picture, what ideas do youget for solving the problem?

Excursions

• What would a toddler say toaddress the question?

• What would Ben Franklin say toaddress the question?

What we are ultimately trying toimpact:

• Fluency• Flexibility• Originality• Elaboration

TO COINVERGE• Apply arimativeliudgment• Keii noveltirplive

Check your objectives• Stay'focused• Wildcard: allow for incubation

Affirmative judgment-1

•

Agendas

CPS Orientation andPurposeRoles/Rules

Student background dataWarm-upChallengeDebrief

s

Fa / / / • fee 74-01

R e S C A L - t r - C Q t . A ( z

*. erect. r 8 tA y

Ichallenge questio

Background Data• Working responsibilities• Family responsibilities• Tired after work• Distractions

• Tired/lack of energy

warmup41141111%*.„., H o w to get more

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Mir

How to increase thetime I spend on

course assignments?

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I : v e v g e n t T h i n k i n _ g _ A u t e •_Defer Judgment_Go for Quantity

Make ConnectionsSeek Novelty

W i l l I i n P f l a t i p k . M t n * tor torotorakm

_

Creative Problem Solving: TheModel

C o n v e r g e n t T h i n k i n g R u l e r

Judge Aff irmatively_Keep Novel ty Alive

Check Your Objectives

Stay Focused'A rid Celli P t i o r r trio irport•t i•s

Brainstormind

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"A Study Schedule/Agenda

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POINtTo evaluate and developideas using the power of

yours and others'imagination

Student Survey CommentsPlease list any specific part of the CPSsession that you enjoyed the most

• "got the students involved and used theclass to help other students"

• "everyone participated"• "listing issues and ways to overcome"• "the way he asked for our feedback"• "how everyone is involved"• "showing how to plan for your future and

understanding it"• "embodies a progressive philosophy of

education. .7ohn Dewey would be proud"

Conclusion• A large amount of scholarly evidence exists of the effectiveness of CPSwith a variety of populations and settings. See also Bibliographyhandout.

I welcome future collaborations in bringingcreativity and creative problem solving teaching,training, or facilitation to your campus.jack Hernandez Ed.D., LPCLone Star College-North Harrisjacksilernandez@lonestar.edu281-618-547o

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