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Director of Entrepreneurship Programs, Suffolk University
Email: ggm34@drexel.edu

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Overview

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Analyzing current assessment instruments across multiple disciplines that may exceed current literature across various disciplines, for purposes of measuring the impact of creativity programming in both academia and industry.

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Creativity = ideation and iteration
Divergent Thinking = thinking across multiple domains and disciplines
Entrepreneurship = opportunity recognition, exploitation, risk
Innovation = applying creativity to existing processes and practices
Iteration = trial and error applying ideation to practice

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The gaps in literature include the practical versus intended use of existing scorecards, in addition to the depth of domain-based creativity assessment instruments across a wide range of disciplines.

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With the current expansion of creativity curriculum within K-12 and higher education, it is important to understand the impact of these programs and their connection to a broader vision of multi-discipline, societal problem solving, in addition to establishing an effective creativity curriculum, throughout all levels of education, that may build the foundation necessary for innovation.

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Creativity diminishes over an individual’s academic experience. As students graduate secondary and post-secondary institutions, the knowledge, skills and abilities attained are disconnected from the innovation demands of society. Educational models in primary, elementary and secondary (K-12) curriculum is built around mathematics and literacy, thus creating convergent thinkers. This is counter-intuitive to divergent thinking necessary for the creative mindset.

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Creativity curriculum is a focus of many higher education institutions (HEI), as the need for innovation solutions in society continues to increases. With creativity as the precursor to innovation, understanding the impact of HEI curriculum on its graduates will improve the understanding in (a) development and design of curriculum, instruction, and assessment, (b) development and execution of co-curricular and extra-curricular programming, and (c) constructing the knowledge and skill foundation for the societal innovative mindset

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Creativity is important and is mentioned often 21st century education, as well as necessary skills in industry. Creativity is viewed as a key skill necessary for critical thinking and problem solving. However, divergent thinking, the foundation of the creative mindset, is challenged by convergent mental models. This reality is driving the passion of education and business to design, develop and implement creativity programming within their respective organizations. However, with the increase in attention, coupled with allocation of additional resources, organizations, especially higher education institutions, do not have specific measures to evaluate their effectiveness, Given the diverse areas of interest, there is a new for creativity to be meaningfully measured across multiple disciplines.? This research will analyze existing evaluation instruments to determine if creativity can be measured across multiple disciplines. The results will lead to the develop of a creativity scorecard within a single institution to assess the curricular impact on the creative mindset.