Textile Teaching & Learning Initiative

Effective creative thinking is characterized by certain traits. Fluency and flexibility with subject matter as well as original and elaborative thinking on a subject enhance creative abilities. Attitudes such as persistence, risk taking, independence, and curiosity are the marks of the successful creative thinker.

Students Possess

Their own creative process: When exploring ideas students can use a variety of strategies based on their own preferences. These strategies include

• Brainstorming
• Experimenting
• Visualizing
• Discussing
• Browsing information or other resources

Increase Effectiveness when teaching by

• Making the Classroom Student-Centered:
• Encourage idea generation, self-direction, and independence.
• Explore problems with many possible solutions.

Textile Related Examples

Faculty who teach upper-level courses in textile sciences-including areas such as yarn mechanics, fabric mechanics, and composites-can foster creative thinking by introducing a variety of complex problems with multiple solutions. Perhaps the most critical step in fostering creative problem solving is initiating a classroom environment that encourages the development of ideas through group interaction, discussion, and brainstorming. Brainstorming typically involves students verbalizing their ideas while other students and/or the faculty member record their comments without critiquing them. When the group agrees that they have generated an exhaustive list of alternatives, the interaction should then be directed toward evaluating the strengths and weaknesses of each approach. Once those critiques are provided, subsequent brainstorming sessions often generate more complex and sophisticated responses, and the group should again evaluate those alternatives with the understanding that a number of approaches would constitute adequate strategies for solving a complex problem.

When faculty lead smaller classes, they have the advantage of evaluating the participation of each student. In larger classrooms, faculty may choose to implement open-ended exam questions or take-home assignments. Students also can be encouraged to work in smaller groups when completing problem-solving exercises to foster generation of many solutions.

With regard to problem solving in the area of textile science, some interesting open-ended questions could include any of the following:

• Select a yarn, fabric, and finishing method for a band uniform. Develop at least three criteria each for yarn, fabric, and finishing method. Justify your recommendations for each.
• Consider the advantages and disadvantages of organic farming.
  
• Design and build a composite box. Document the reasoning behind the joint design where the edges of your box meet.
  

Resources:

-http://www.asa3.org/ASA/education/think/creative.htm#top

Contains on overview on creative thinking as well as links to sites on strategies, tools, and methods to promote creative thinking.

-http://www.scientificmethod.com/creativity.html

Contains guidelines on how to brainstorm.

-http://www.hope.ac.uk/ebs/innovation/web%20publish/innovation%201/creativity/TIJ,%20Peer-Reviewed%20Article%20What%20Do%20We%20Know%20About%20Enhancing%20Creat/TIJ,%20Peer-Reviewed%20Article%20What%20Do%20We%20Know%20About%20Enhancing%20C.htm"

-Eleanor D. Glor, "What Do We Know About Enhancing Creativity and Innovation? A Review of Literature", The Innovation Journal, June 2001.

-Mihaly Czikszentmihalyi, Flow: The Psychology of Optimal Experience, New York: Harper & Row, 1990.