We conducted research on creativity in higher education (started in 2009) including qualitative and quantitative data. We here will present the results of the 6-Facets-Model for creativity-enhancing teaching and learning practices. The results point to two important requirements: (1) Educators who want to foster their students’ creativity need an appropriate and easy to apply method, tool or instrument to (re-) design their courses. (2) Whoever wants to foster somebody else’s creativity needs to be creative as well. Published in: Isa Jahnke, Tobias Haertel & Johannes Wildt (2017). Teachers’ conceptions of student creativity in higher education. In: Innovations in Education and Teaching International.Vol. 54. Issue 1. DOI: http://dx.doi.org/10.1080/14703297.2015.1088396 pp. 87-95. Read more: http://www.isa-jahnke.com/publications/

1. Embracing Student Creativity:
Needs for Creative Teachers and Leaders
Isa Jahnke, Tobias Haertel, Claudius Terkowsky
AECT 2017, Jacksonville FL

2. What is creativity?
-- a paradox?
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

3. Individual level
Psychology
Societal-cultural level
Sociology
Praxiological level
Instructional Design
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

4. The observer perspective matters!
…what is new?
…for the individual learner?
…for the group of learners
…for the local communities?
…for the society?
…for researchers?
…
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

5. Reference system for
creativity in HE
Science
Person
Practice
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

6. Pressure to be creative?
The demand on creativity
reflects the process of a
“dissolution of the
boundaries” of Arts into
many different fields of
culture and society…
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

7. What are teachers‘ conceptions
on student creativity (related to learning)?
How do the teachers perceive creativity of
students?
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

8. DaVinci (2009-2011)
Qualitative approach
Step 1
• 10 Interviews: creative teachers (prof of the year,
teaching award winners, Top5 „meinprof.de“)
• 10 Interviews: UAMR teachers educational science
Step 2
• Online survey, n=1844
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

9. Tobias‘ Folien•question any information given
•break out of receptive habitus
•“students don‘t act repetitively“
...reflective learning
•search for relevant literature on
their own
•make their own decisions
•“students find their own
research questions“
...autonomous
learning
•all measures that contribute to
increased motivation
•support learners to be curious
•“students are enthusiastic“
...showing curiosity
and motivation
•learning by creating a sort of
product (presentation,
questionnaire, machine,
website…)
•“students act like researchers“
...learning by
creating something
•interdisciplinary thinking
•to look automatically from
different points of view on an
issue
•“students overcome prejudiced
thinking“
…multi-
perspectives
•cannot be forced
•prepare to be as ready-to-
receive as possible
•“students have original, new
ideas“
…totally new, original
ideas
“What is a creative achievement of your students?”
A creative achievement by my students is seen in…
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

10. Facets Teachers’ quotes of how they grasp student creativity
F1, Self-reflective
learning
Reflective thinking during classes
Deeper development of a thought
Students apply theoretical concepts to useful real-life examples
Combining several concepts into a meaningful new arrangement
Making cross-links
F2, Independent
learning
Show own initiative, making own decisions
Own research work regarding B.A./M.A. thesis
Students use various paths/modes
Independently conducted projects/assignments, e.g. a case study
Doing without help from professor
F3, Showing curiosity
and motivation
Enthusiasm for the subject/discipline
Students ask challenging questions
Lively and critical discussion with fellow students
Activating other participants
Willingness to create above average performance
F4,
Making/Producing
something
Creating websites in a Business English class
Development of a software architecture for a training project (exercise)
Instead of a paper, a podcast is created
Developing brochures, doing more than the given exercise
Students explaining chemical facts via drawings
F5, Showing multi-
perspectives
Getting out of standard strategies or instruments
Students look at problems from new and multi-perspectives
Unconventional thinking
Students consider issues from a perspective that had not been taken before
Looking beyond the boundaries of a discipline
F6, Reaching for
original, entirely new
ideas
Students show me (teacher) unknown solution for a specific problem
Extraordinary ideas in well-known issues
Development of extraordinary empirical methods
Innovative experimental problem-solving
Students go ways that differ from the default and not processed in literature

11. Claudius Terkowsky & Tobias Haertel17/06/14
11
Question
What is a creative achievement of your
students? (How do you ‘see’ it?)
To Do
• Working in teams of 2
• Collecting items
• Do they fit to 1 or more of the 6 facets,
or none?

12. DaVinci
Quantitative approach
• UAMR online survey: all teachers
• n=296 participants
• 52% male, 48% female
• 69% teacher assistants, 19% professors, 12% lecturers
• 48% participation in higher education workshops
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

13. Creativity in HE
297
365
243
278
326
326
9
Students' creative achievements as perceived by teachers
n=1.844 utterances by teachers
(self-) reflections
independent decisions
curiosity/motivation
producing/making
multi-perspectives
develop original new
ideas
does not fit
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

14. Creativity Differences
Across Disciplines
Educational Science
focuses on…?
Computer Science
focuses on…?
Finding the
problem…
…solving the
problem.
Isa Jahnke / Tobias Haertel / Claudius Terkowsky

15. Publication
Isa Jahnke, Tobias Haertel & Johannes Wildt (2017). Teachers’ conceptions of student creativity
in higher education. In: Innovations in Education and Teaching International. Vol. 54. Issue 1.
DOI: http://dx.doi.org/10.1080/14703297.2015.1088396 pp. 87-95.
Isa Jahnke / Tobias Haertel / Claudius Terkowsky