International Center for Studies in Creativity: Celebrating 40 Years of Creativity Education

1. International Center for Studies in Creativity: Celebrating 40 Years of Creativity Education Gerard J. Puccio, Ph.D. Chair & Professor

2. Topics to be Covered Highlight the need for creativity education Share the history of the International Center for Studies in Creativity (ICSC) Overview Creative Problem Solving Describe the educational programs offered at the ICSC Highlight a small number of current research programs Closing thoughts about creativity education

3. The Foundation Knowing how to learn Competence Reading, writing, and computation Communication Listening and oral communication Adaptability Creative thinking and problem solving Personal Management Self esteem, goal setting, motivation, personal and career development Group Effectiveness Interpersonal skills, negotiation, team work Influence Organizational effectiveness and leadership Workplace Basics

4. Beyond Workplace 2000 Effective performance in the workplace beyond 2000 requires three foundational skills: Basic Skills (Reading, writing, arithmetic and mathematics, speaking and listening) Thinking Skills (Thinking creatively, making decisions, solving problems, seeing things in the mind�s eye, knowing how to learn, and reasoning) Personal Qualities (Individual responsibility, self-esteem, sociability, self-management, and integrity). Background In 1990, the Secretary of Labor appointed a commission to determine the skills our young people need to succeed in the world of work. The commission's fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development. Background In 1990, the Secretary of Labor appointed a commission to determine the skills our young people need to succeed in the world of work. The commission's fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development.

5. Workplace Skills for the New Millennium Knowing more about the world Thinking Outside the Box Becoming smarter about new sources of information Developing good people skills �Jobs in the new economy-the ones that won�t get outsourced or automated- put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos.��Jobs in the new economy-the ones that won�t get outsourced or automated- put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos.�

6. 21st Century Skills, Education & CompetitivenessA Resource Policy Guide All Americans, not just the elite, need 21st century skills that will increase their marketability, employability and readiness for citizenship, such as: Thinking critically and making judgments Solving complex, multidisciplinary, open-ended problems Creativity and entrepreneurial thinking Communicating and collaborating Making innovative use of knowledge, information and opportunities Taking charge of financial, health and civic responsibilities

7. Creativity Education in Taiwan: Activities in the Last Decade Some conferences & activities since 2002: Creative Thinking Education: Strategy and Application Conference � National Central University Chinese Creative Education Conference � National Taiwan Normal University and the Taiwan creativity Development Association �Learning and creativity. Education and Innovation� International Conference � National Chengchi University, Dept of Education, Center for Creativity and Innovation Studies �Creativity, Intelligence, and thinking� Conference � National Taiwan Normal University International Conference on the Development of Creativity Curriculum � National Taipei Teachers College �Creative Education and Academic Research� Conference � Tzu Chi University �2003 Strengthening Digital Creativity� Conference � National Science Council And too many others to fit on one slide,it would have to be a series of slides.And too many others to fit on one slide,it would have to be a series of slides.

8. Taiwan Ministry of Education �We undertake the reform with a vision to realize the fundamental concepts of humanism, fairness, democracy and pluralism, helping all learners to fully realize their creativity in a new knowledge-based environment.�

9. White Paper on Creative Education Ministry of Education � 2002 To achieve the vision of a �Republic of Creativity ,� the following goals are being implemented: ?- To cultivate lifelong learning and to have the courage to create a lifelong learning attitude. ?- To provide an educational environment in which individual differences are treasured and that contributes to a diverse and dynamic learning atmosphere. ?- To accumulate rich knowledge resources and make them easily accessible to the public. ?- To develop an industrial climate in which knowledge is created and disseminated while also respecting and protecting intellectual property. ?- To shape a creative culture in which innovation is abundant and diverse and in which knowledge is actively exchanged. Found in Ministry of Education websiteFound in Ministry of Education website

10. ICSC: A Brief History 1953 � Osborn publishes �Applied Imagination: Principles and Procedures for Creative Problem Solving� 1967 � ICSC Founded at Buffalo State 1969 � Creative Studies Project Initiated 1975 � Graduate Program Approved 2001 � Graduate Certificate in Creativity and Change Leadership Approved 2001 � Launch Distance Program 2008 � Co-Host Creativity and Innovation Management Conference

11. Creative Problem Solving: The Thinking Skills Model

12. Thinking Skills Associated with CPS

13. Creative Problem Solving: The Thinking Skills Model

14. Fundamental Thinking Skills: The Core to the CPS Process

15. Thinking Skills Associated with CPS

16. ACME clothing design has struck upon a new idea for summer fashion: black clothes made of wool, designed for outdoor wear. It brings a formal and elegant quality to casual summer attire. Activity to introduce Affirmative Judgement. The intent is to have participants share comments that surface an adversion to this ideaActivity to introduce Affirmative Judgement. The intent is to have participants share comments that surface an adversion to this idea

17. The Bedouins, a nomadic people of the Middle East and Northern Africa, wear long, loose-fitting black robes. Why? The chimney effect: The surface of the robe gets hot. Hot air rises. Cool air gets sucked into bottom of robes. Result, a built in air conditioner. The chimney effect: The surface of the robe gets hot. Hot air rises. Cool air gets sucked into bottom of robes. Result, a built in air conditioner.

18. Evaluating Novel Ideas

19. PPC 1. Plusses � Strengths, Good Points, Positives, Pluses 2. Potentials � Future Spin-offs, Possibilities, Novel Aspects � What if thinking 3. Concerns � Weaknesses, Trouble Spots, Minuses � Phrased in "How to...�, �How might��What might�� statements 4. Overcome Concerns Through Brainstorming � Generate Ideas to Overcome Main Concerns

20. PPC

21. Some Sample Uses for PPCo Evaluating and developing a proposed idea Providing feedback Capturing lessons learned from a project, assignment or event Conducting performance reviews Developing a product concept

22. Runco on Evaluation in the Classroom �Teachers may discuss alternatives and thinking divergently when they demonstrate or introduce a topic and in doing so they will present children with actual divergent ideas but also suggest to them, even without putting it into words, that creativity is a valuable thing, a worthy thing��

23. Runco Continued ��This is the process of valuation. The opposite of valuation is evaluation or criticism. Evaluation should be offered very carefully. Very carefully, evaluation in the form of �squelchers� should be entirely avoided.�

24. Some Research on CPS

25. Focus: To study the transfer of training in a �complete process of creative problem solving�. Participants: 220 engineers, engineering managers, and technicians in a consumer goods industrial company. Training Program: Experimental group received two-days of CPS training; control group received placebo treatment (i.e., Koestler film & discussion), an additional group received no training. Outcomes: Two weeks after training assessed transfer of the CPS course to workplace (e.g., problem finding and problem solving abilities, co-workers observations, supervisor ratings, preferences for ideation, etc). Ideation and Problem Finding and Solving in an Industrial Research Organization 11 weeks 9 to 3:30 each day. One further intervention occurred during one year period.11 weeks 9 to 3:30 each day. One further intervention occurred during one year period.

26.  Some Results: Preference for ideation in problem solving increased significantly for CPS trained group. Placebo and non-training group expressed significantly more negative judgments and spent significantly more time on negative judgments while engaged in a problem-finding task (i.e., explore wishes for new products of the future). Quality of the product wishes of the CPS trained group was significantly better than the placebo and untrained groups. Two-weeks after training others rated (blind assessment) the experimental group as significantly more open-minded, less likely to jump to conclusions, and able to take unusual approaches to problems. See Basadur et al. for further results 11 weeks 9 to 3:30 each day. One further intervention occurred during one year period.11 weeks 9 to 3:30 each day. One further intervention occurred during one year period.

27. Focus: To determine the effect of CPS training on game-play decisions. Participants: 24 physical education students, participants matched on ability in experimental and control groups. Training Program: Experimental group received three 10-minute mini-sessions and a 1.5 hour session on CPS. Outcomes: Game-play video coded by �blind� observers for tactical decisions. Gameplay Decisions Among Badminton Players Exp group not told to transfer CPS to gameplay. This was left open. One further intervention occurred during one year period.Exp group not told to transfer CPS to gameplay. This was left open. One further intervention occurred during one year period.

28. Statistical analysis of overall data for experimental and control showed a significant difference in frequency of decisions (tactics used). Analysis also revealed that the experimental group made more quality decisions. Experimental group participants engaged in more complex strategies. The most dramatic shift in tactics occurred after the third 10-minute session and the fourth 1.5 hour CPS session. Gameplay Decisions Among Badminton Players � Results Exp group not told to transfer CPS to gameplay. This was left open. Players were video-tapes at a baseline, then after each CPS session. The first three sessions were 10 minutes, the fourth was 1.5 hours. Analysis organized into exp and control, beginners and advanced. �uthors note that the most dramatic changes came after session 3 (10min) and session 4 (1.5 hours). They conclude that CPS cannot be totally assimilated after only 2 ten minute sessions.Exp group not told to transfer CPS to gameplay. This was left open. Players were video-tapes at a baseline, then after each CPS session. The first three sessions were 10 minutes, the fourth was 1.5 hours. Analysis organized into exp and control, beginners and advanced. �uthors note that the most dramatic changes came after session 3 (10min) and session 4 (1.5 hours). They conclude that CPS cannot be totally assimilated after only 2 ten minute sessions.

29. CPS & Communication Behaviors

30. Does Creativity Training Work? A Meta-Analytic Study

31. Scott, Leritz & Mumford (2004) Purpose of Study To provide reasonably compelling evidence for the effectiveness of creativity training To identify the key characteristics of training that led to the success of the training efforts

32. Results: Impact on Dependent Variables Sizable change was found for all four dependent variables, in the following order: Divergent thinking (e.g., fluency, flexibility, originality, elaboration) Problem solving (e.g., production of original solutions to novel problems) Performance (e.g., behavior) Attitudes and behavior (e.g., reaction to creative ideas, efforts initiated)

33. Conclusions �The results obtained in this study indicate that well-designed training can evidence substantial external validity. Creativity training contributed to divergent thinking, problem solving, performance, and attitudes and behavior for younger and older students and working adults, and for high achieving and more �run of the mill� students�. (p. 382)

34. Course Content Examination of Training Models �In the overall analysis, use of a cognitive framework in the development of training content produced the only sizable positive correlation (r=.31) and regression weight (�=.24). This general conclusion held across all criteria.� (p. 376)

35. Course Content: What Aspects of Cognitive Models are Most Effective Program success was related to: Problem identification (r=.37) Idea generation (r=.21) Implementation planning (r=.19) Solution monitoring (r=.17) Conceptual combination (r=.16) Regression weights indicated that problem identification, idea generation and conceptual combination made the strongest unique contributions to creativity training effects. Regression weights indicated that problem identification, idea generation and conceptual combination made the strongest unique contributions to creativity training effects.

36. General Conclusion �Perhaps the most clear-cut conclusion to emerge from this study is that creativity training is effective.� (p. 381)

37. Conclusions Regarding Effective Programs �Some support for these conclusions may be found in the more successful of the creativity training programs currently available�the Creative Problem Solving program begins by describing the key cognitive processes underlying creative thought. Subsequently, strategies for effectively applying these processes are described and illustrations of their application provided�. (p. 383)

38. The Creativity-Leadership Link Change � the genetic connection Leaders act as a catalyst for change Creative thinking brings about change Leaders solve complex problems through creative thinking

39. Fullan on Management & Leadership �Leadership is needed for problems that do not have easy answers. The big problems of the day are complex, rife with paradoxes and dilemmas. For these problems there are no once-and-for-all answers.�

40. Qualities of Complex Social Problems Ill-defined: No single solution path � no right or wrong answer � thus allowing the problem to be defined in a number of ways. Novel: Past experience and knowledge is not sufficient to resolve the present situation, adaptive responses are needed for new or changing situations. Ambiguous: Gaps in information and/or a plethora of information of which only some is relevant.

41. CPS a Core Leadership Competency �The available evidence indicates that creative problem solving may indeed represent an important influence on leader performance.�

42. Creative Leadership: Skills that Drive Change Creativity education and leadership development � an intimate connection.

43. A Model for the Development of Creative Change Leaders

44. Educational Programs @ ICSC

45. Creative Studies Minor CRS 205: Introduction to Creative Studies CRS 302: Creative Approaches to Problem Solving CRS 303: Creative Leadership through Effective Facilitation CRS 304: Developing Creative Problem Solving Facilitation CRS 320: Applications of Creativity and Innovation +3 credit hour elective course

46. Leadership Minor CRS 201: Foundations of Leadership CRS 302: Creative Approaches to Problem Solving CRS 303: Creative Leadership through Effective Facilitation CRS 435: Experiences in Leadership +6 Credit Hours of Electives

47. Master of Science in CreativityThe Three Strands Creative Problem Solving & Facilitation Methods, Models and Theories Research, Development & Dissemination

48. Master of Science in Creativity Creative Problem Solving & Facilitation CRS 559 � Principles in Creative Problem Solving CRS 610 � Facilitation of Group Problem Solving CRS 670 � Foundations of Teaching and Training Creativity

49. Master of Science in Creativity Methods, Models & Theories CRS 560 � Foundations of Creative Learning CRS 625 � Current Issues in Creative Studies CRS 635 � Creativity & Change Leadership

50. Master of Science in Creativity Research, Development & Dissemination CRS 580 � Creativity Assessment: Methods & Measures Select One from the Following: CRS 690 � Master�s Project CRS 795 � Master�s Thesis Comprehensive Examination

51. Master of Science in Creativity Elective Courses CRS 509 � Introduction to the Gifted, Talented and Creative Learner CRS 621 � Curriculum Development in Gifted, Talented and Creative Education CRS 614 � Advanced Cognitive Tools for Problem Solving CRS 594 � Organizational Creativity and Innovation CRS 594 � Intuitive and Holistic Approaches to Creativity

52. Some Current Research Initiatives @ ICSC CPS Facilitation in the virtual world The effect of emotional triggers on artistic creativity The relationship between process preferences and personality traits Impact of creative problem solving training on leadership behaviors in organizations

53. Recommendations:Best Practices for Creativity Training Training should be based on sound, valid, conceptions of the cognitive activities underlying the creative process. Training should be lengthy and relatively challenging. Articulation of creativity principles should be followed by application using material based on real-world cases. Presentation of material should be followed by exercises that allow participants to apply strategies In regard to the fourth bullet on application, this should occur in domain related tasks and on more complex and realistic contexts. These authors conclude that evident for these best practices can be found in some of the more successful programs, such as Purdue Creative Training Program and CPS.In regard to the fourth bullet on application, this should occur in domain related tasks and on more complex and realistic contexts. These authors conclude that evident for these best practices can be found in some of the more successful programs, such as Purdue Creative Training Program and CPS.

54. What Educators can do to Promote Creative Thinking Provide opportunities for students to practice creative thinking And in particular use proven methods, models and strategies (especially those drawn from cognitive models) Value and appreciate those efforts Allow students to engage in problem discovery Model creative behaviors themselves

55. Thank You! www.buffalostate.edu/creativity

56. Please feel free to contact our graduate student, contest expert, ???.(Go to Yahoo and enter �???�, you will find the introduction in Chinese. )???????????????E-mail:kuokie@gmail.comWeb:http://kevinfu.blog.youthwant.com.tw/(?yahoo??�???�?????? ?????????????????)

57. Dynamic Balance: The Core to the CPS Process

58. Dynamic Balance: The Core to the CPS Process