|Posted on February 5, 2015 at 7:55 AM|
A recent study by Hart Research Associates for the Association of American Colleges & Universities found, among many other things, that only about a quarter of employers are satisfied with the creative and innovative skills of recent college graduates. Why are college graduates so dismal in this respect? Throughout their education, from grade school through college, in most classes, the way to get a good grade is to do what the teacher says: read this assignment, do this homework, write a paper on this topic with these sections, develop a class presentation with these elements. Faculty who teach general education courses in the creative arts—art, theater, creative writing, even graphic design—have told me that students hate taking those courses because they have no experience in “thinking outside the box.”
How can we encourage creativity and innovative thinking? Simply building it into our grading expectations can help. The first time I used a rubric, many, many years ago, I gave it to my class with their assignment, and the papers I received were competent but flat and uninspired. I had to give the best papers A’s because that was what the rubric indicated they should earn, but I was disappointed.
The next time I taught the course, I changed the rubric so that all the previous elements earned only 89 points. The remaining points were for a fairly vague category I labeled “Creative or innovative ideas or insight.” Problem solved! The A papers were exactly what I was hoping for.
Now this was a graduate course, and just putting something on a rubric won’t be enough to help many first-year students. This is where collaborative learning comes into play. Put students into small groups with a provocative, inspiring question for them to discuss, and watch the ideas start to fly.