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Creativity in Education [clear filter]
Wednesday, December 9

3:20pm EST

Fostering Creativity Within and Amongst Disciplinary Communities

Several authors have suggested that disciplinary cultures play an important role in shaping the teaching and learning practices of their members (Fanghanel 2013; Mårtensson, Roxå & Olsson 2011). Trowler (2008), for instance, argues that disciplines create powerful ‘teaching and learning regimes’ (TLRs) that govern pedagogical values, emphases, and approaches. This study seeks to explore the extent to which such TLRs influence the teaching and learning of creativity.

It is often asserted that universities have an obligation to foster creativity in their students (Walsh et al., 2013; Zacher & Johnson, 2014), yet studies have shown that creativity is only rarely incorporated into courses and curricula as an intentionally facilitated learning outcome (Jackson, 2008, Authors 2012; Authors 2015). By conducting an examination of undergraduate course outlines, this research provides a preliminary picture of the extent to which this finding holds across disciplinary communities at one institution. Using a modified version of an analytical tool developed by Jackson & Shaw (2006), we conducted a close reading of all publicly available outlines for the 2013-14 academic year. The intent was to determine how commonly instructors named creativity or related constructs amongst their learning objectives or assessment criteria, and whether the frequency of these references varied across disciplines, levels, and class structures. We also scrutinized the outlines for information about how, if at all, creativity is taught and assessed in these contexts. This presentation will discuss the results and limitations of this study, and encourage attendees to consider the place of creativity within their own institutional and disciplinary communities.


Alex Liu

McMaster University
avatar for Elizabeth Marquis

Elizabeth Marquis

McMaster University
Beth Marquis is an Assistant Professor in the Arts & Science Program and the McMaster Institute for Innovation and Excellence in Teaching and Learning (MIIETL).

Kaila Radan

McMaster University

Wednesday December 9, 2015 3:20pm - 3:50pm EST
Meeting Room A

3:50pm EST

Picturing Wellness: From Adversity to Resilience
In Ontario, health care professionals are mandated to report suspected cases of child maltreatment. Yet, there is no standardized training in child maltreatment nor mandatory reporting for the pre-service professional. We will outline the evidence-based rationale for a McMaster-developed innovative arts-based course on child maltreatment for medical undergraduate students. We will describe course content, focusing on how the skills learned through art observation can be transferred to the clinical work of identifying and managing cases of child maltreatment. We will focus on the cognitive processing elements that are common to both art appreciation and clinical decision-making. The perspective of a course participant will be explored, along with the impact of the unique arts-based child maltreatment-related teaching on his work in the clinical setting. Finally, the results of before/after cognitive tests done by participants will be presented, illustrating the development of maltreatment-related knowledge and clinical observation and communication skills. We will end by describing the benefits of incorporating arts-based education into other areas of the clinical curriculum and the ways in which this has been done to date.


Nicole Knibb

McMaster University

Michael Obeda

McMaster University

Margaret Shkimba

McMaster University

Christine Wekerle

McMaster University

Dena Zeraatkar

McMaster University

Wednesday December 9, 2015 3:50pm - 4:20pm EST
Meeting Room A