Tapping Into Creativity Through Lateral Thinking

by Jeanne Eichler, MOT, OTR/L, MT, Department of Occupational Science and Occupational Therapy Here is the scenario…. We find ourselves stuck in a method of thinking or doing things that is more out of habit than of passion…. eventually taking all aspects of creativity out of the process and putting us on auto pilot…. leading to […]

Creative Thought in Philosophy

by Luís Pinto de Sá, Graduate Student, Philosophy At a sufficient level of generality, creative thought in philosophy does not differ much from creative thought in other fields. I suppose that by “creative” we mean both new and interesting. If so, no creative thinker can afford to ignore the work of those that preceded her. […]

Divergent Thinking as a Path to Creative Problem-Solving

by Gina Merys, Associate Director, Reinert Center Much of the learning students are called to do in academic courses, especially at the introductory level, focuses on convergent thinking—thinking that aims to identify one right answer. At its best, this process requires students to learn how to use logic, analyze choices, and make decisions; in essence, […]

2016 Winter Institute Reflection

What does it mean to think critically and creatively about teaching? The invitation to do instructional development at the intersection of these two concepts is what guided my participation in the Reinert Center’s Winter Institute on January 7. As each presenter facilitated discussion on a variety of teaching-related topics, I noticed two themes begin to […]

How Do You Teach Creative Thinking?

by Debie Lohe, Director, Reinert Center As we welcome you back to campus, we’re reminding you of our theme for the year: Thinking Critically, Thinking Creatively.  As I explained here, back in the fall, we’re spending this year examining what it means to think critically and/or creatively and how we teach students to do it.  […]

Impactful Reflective Practices

by Ludwig Weber, Graduate Assistant in Reinert Center, Graduate Student in English Continuous critical reflection is one of the most essential processes effective teachers employ. By constantly reflecting on the choices, successes, and failures experienced in the classroom, we learn to grow as pedagogues, and the impactfulness of our instruction grows with us. While this […]

Teaching History As the “Great Unknown”

by Doug Boin, Assistant Professor, History There’s a cliche among people outside the historian’s guild: History is about names and dates, memorization of facts, and the knowledge of content crammed into textbooks. Ten years ago, there were probably some truths to this cliche, back in the era before YouTube and Wikipedia. These days, the same […]

Creative Critical Thinking

By Mary R. Vermilion, Ph. D., Assistant professor, Department of Sociology and Anthropology In thinking (critically and creatively, of course) about the issues of critical and creative thinking, I have come to the conclusion that they are intrinsically tied. I will elaborate on this idea later. First, however, I want to discuss the particular issues surrounding […]

Thinking Critically about Critical Thinking

by Paul Lynch, Associate Professor, English The question we’ve been asked is straightforward: what do critical and creative thinking look like in your discipline? Mine is rhetoric, and in rhetoric I’m not sure there’s much distinction between critical and creative thinking. There is no way to engage in one without engaging in the other. To […]

Making the Invisible, Visible: Engaging Students in Critical Media Literacy

By Lauren Arend, Assistant Professor, Education A few years ago a graduate student in my statistics course shared with me the website “Spurious Correlations,” a site replete with near perfect statistical correlations between variables such as per capita consumption of margarine and the divorce rate in Maine.  While humor in statistics is always welcome, the […]