The document discusses promoting creativity in higher education. It provides frameworks and techniques to help students develop their creative potential, including divergent and convergent thinking, the Create Process, and Osborn-Parnes Creative Problem Solving. Specific techniques covered are brainstorming, mind mapping, analogy, SCAMPER, and group techniques like Six Thinking Hats and Lotus Blossom. The author has created a website to share resources on cutting edge research and structured activities to foster creativity in both individuals and groups.

1. Creativity in Higher Education: helping students achieve their true creative potential David J. Adams UK Centre for Bioscience and Faculty of Biological Sciences, University of Leeds

2. Students and creativity Solve problems creatively Work creatively with existing ideas Generate ideas

3. Creativity training

4. Creative frameworks ‘ The Create Process’ (http://www.diegm.uniud.it/create/) Predisposition: work environment, culture External mapping Internal mapping Idea generation Evaluation

5. Creative environments

6. Creativity and chocolate

7. Creativity and music

8. Creative uses for CDs

9. Creative frameworks Diverge 1 Objective Finding Diverge Converge Converge Converge Converge Diverge Diverge 6 Acceptance Finding Osborn-Parnes Creative Problem Solving (CPS) 2 Fact Finding 3 Problem Finding 4 Idea Finding 5 Solution Finding Steps Stages 1 - 3 Identifying and Clarifying the Challenge 4 - 5 Generating and Evaluating Ideas 6 Implementing solutions

10. ‘ Whole brain thinking’ DIVERGENT or ‘RIGHT BRAIN’ or ‘ K A L E I D O S C O P E’ THINKING Intuition Imagination Questioning Re-arranging New perspectives CONVERGENT or ‘LEFT BRAIN’ THINKING Logical Rational Selection Evaluation +

11. New perspectives?

12. Creativity in the Biosciences Website

13. Creativity in the Biosciences website Cutting edge research (short films) Promotion of creativity in individuals Group chat’ and ‘Fridge magnets’ Structured group sessions

14. Promoting creativity in individuals Analogies Brainstorming and mind-mapping Challenging assumptions Clich é s and proverbs Curiosity Google-storming Idea dump Importance of a fresh eye Personal analogy Synonyms SCAMPER

15. Curiosity/inspiration from the unusual: Kevlar ‘ Chance favours only the prepared mind’ Louis Pasteur

16. Challenging assumptions Dyson iMac Polymerase Chain Reaction

17. Challenging assumptions

18. Challenging assumptions ‘ THINKING OUTSIDE THE BOX’

19. Analogy Hubble telescope Showerhead

20. Analogy: bio-inspiration Leaves/crisps Lotus leaf/self-cleaning paint Cocklebur/Velcro Woodpecker/crash helmet

21. Brainstorming and mindmapping Freemind: http://freemind.sourceforge.net

22. S.C.A.M.P.E.R. (a checklist of questions) S ubstitute – WHAT ELSE COULD WE DO/USE INSTEAD? C ombine – BLEND METHODS/MATERIALS/IDEAS? A dapt – COPY EXISTING APPROACH IN NEW CONTEXT? M odify – CHANGE MEANING, SIZE, FREQUENCY etc.? P ut to other uses – RE-PURPOSE MATERIALS? E liminate – DIVIDE, SEPARATE, SUBTRACT, DELETE? R earrange/ R everse – DO THE OPPOSITE, WORK BACKWARDS?

23. S.C.A.M.P.E.R. (a checklist of questions) S ubstitute P ut to other uses C ombine E liminate A dapt R earrange / R everse M odify

24. Entrepreneurship in H.E. conference and S.C.A.M.P.E.R. S ubstitute – entrepreneurs in schools C ombine – with research-led teaching A dapt – what’s happening in other countries? M odify – entrepreneurship in HE and industry P ut to other uses – advertise new initiatives E liminate – focus on e.g. bioscience R earrange/ R everse – seek students’ views

25. Incubate and communicate

26. Group chat and ‘Fridge magnets’

27. Submitting ideas/ ‘Fridge magnets’

28. Promoting creativity in groups Group brainstorming Lotus blossom Six Thinking Hats

29. Promoting creativity in groups Brainstorming: Post-its

30. Devise novel approaches for solubilization and stabilization of proteins Promoting creativity in groups Brainstorming: Grid

31. Promoting creativity in groups Six Thinking Hats

32. Promoting creativity in groups: Lotus Blossom

33. Acknowledgements Many thanks to: Paul Grimshaw Steve Paxton

34. Creativity and Research-led Teaching website THE SITE IS AVAILABLE TO USERS OUTSIDE LEEDS: http://www.fbs.leeds.ac.uk/creativity/