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Sally Glaser: Creative PM, Graphic Designer and Drexel University Doctoral Candidate

Email: sallyglaser@drexel.edu

Welcome to my E-Poster that focuses on the importance of implementing creative learning practices into school curriculums. My research is aimed at substantiating the need for creative problem solvers in this technology-driven society.

The tab entitled "Brief for Research E-Poster", audio streams, and following tabs explain why there is a need to rethink the way in which we teach our students.

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There can be many reasons behind individuals not meeting their goal of obtaining additional education or training. Funding, or lack thereof, certainly plays a role.

It can be assumed that the additional funds and time to attend school do not exist for many adults. It may be assumed that they did not retain the knowledge from grade school.

Considering these factors may ask the question...
Could creative teaching methods help preserve the comprehension of course materials for students of all ages for future employment opportunities?

The purpose of this research is to define the current challenges that students of all ages encounter learning from traditional, non-technology driven methods. This literature review will also explore the need for creative thinkers to solve problems that occur on local and global levels. By doing so, data from questions will answer the importance of adding arts and technology in curriculums for the benefit of students and their future employment.

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Please see the audio tab entitled "What's This About?". Here, I explain in detail what my background is and how it is related to my thesis topic.

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In September of 2019, the Proceedings of the National Academy of Sciences published findings from a study that substantiated the claim that students have a lower retention rate for lecture-instructed course material than those learning from a combination of lecture and art instruction. The latter ignites the creative process of learning with the use of technology-driven methods.

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Research that dates to the late 1950s has lead to the following results:

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Much study and research have been completed on the most effective ways for students to learn and retain that knowledge. Unfortunately, students are still being taught by lecture to a large extent.

The gap lies in its ineffectiveness as observed by students of all ages and their instructors. The difference is in using lecture along with the arts as a combination of instruction. For example, using technology to introduce a topic followed by a lecture to explain the details would be followed by reinforced learning by using the arts.

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We can no longer use traditional problem solving methods to propel us into the future...

“Insanity is continuing to do the same thing over and over and expecting different results.”
Albert Einstein

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A global concern that we face is the immediate need for well-trained professionals in high demand industries (Schultz, 1999). The Creative Education Foundation principals are history-based, where that foundation leads to creative thinkers to solve the unique problems that the future holds. Indeed, we are beginning to face these unique problems now (McGraw & Chandler, 2015). Gone should be the traditional method of problem-solving because it is rooted in a non-technology driven existence.

My research will show that with the history of creative problem-solving beginning in the 1940s, the need to embrace new teaching methods is a necessity and not a luxury.

Funding, or lack thereof, should not be a barrier for any learning institution. However, it remains so for many. This issue not only deprives the students from current resources, but also adds stress for the instructors. For example, faculty cannot incorporate creative teaching methods without two essential factors. Training instructors to use technology to teach the students must occur. But no training can transpire if no funding exists to purchase the equipment.

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How effective is learning by lecture for students?

Does funding cause resource limitations when incorporating the arts with traditional teaching methods?

Could organizations fill the gap of training adults for current in-demand jobs and children for future jobs?

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How will I find a solution to my topic? In research, there is no one-solution. It is something that is a continuous process that asks more questions...

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Please also see the audio tab entitled "Next Steps - Stream" for more details.

The next steps follow the process of continued editing based on the more research that is collected. Only through continued review of literature can one find the exact direction of their research. This is my first step that will evolve into my final thesis.

The hope is to reach community partners and all of my participants to make new connections and improve student learning in academia and nonprofits.

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Please see the audio tab entitled "Literature Review Map - Stream" for more details.

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A brief description of the problem and hopeful solution.

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Multimedia Learning: Learning that takes advantage of the brain's ability to make connections between verbal and visual representations of content, leading to a deeper understanding, which in turn supports the transfer of learning to other situations.

Creative Problem Solving: A method of identifying new opportunities when conventional thinking has failed. It creates new ways of addressing problems to find innovative solutions to overcome obstacles.

Technology-Driven Workplace: Allows employees to be more productive and efficient using devices and software that ensures accuracy and increases productivity.

Bootcamp: An educational model that teaches primarily by lecture in a condensed length of time, where knowledge is shared by all.

STEAM: An educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.

Workforce Grants: Allocated funds that provide for comprehensive realignment of the nation's workforce development programs. The federal government provides significant funding to states for workforce system programs.