principles of creative problem solving

SHERIDAN COLLEGE

Term Test 1: (M.McNamara)	Number of pages: (includes title page)
Course: SOCS10172GD Principles of CPS	Number of students:
Take Home Test Issued: Take Home Test Return Date:	Number of hours: N/A
Instructor: M. McNamara

Instructions:

1. This take-home test is to be completed individually. As an open book test, students may (and are advised to) consult with their textbook, lectures, course notes, and other materials in order to formulate their responses.

2. The test is being released on June 15th and MUST be returned by Friday, June 25th at 11:59pm via the SLATE dropbox folder (entitled “Term Test 1”)

3. Test Format: Students may prepare their responses in one of two formats (choose one):

a. Written submission : A word document, inclusive of a title page (with a word count) with the responses presented in the pages that follow. Please format your document as a double-spaced, Times New Roman Font 12pnt font. I am NOT specifying a word count although student should recognize that the development a comprehensive response capable of achieving a good grade will likely require an effort that will be reflected, in part, in the quantity of the submission (in addition to its’ quality). Diagrams, illustrations etc are welcomed.

b. Video Submission : A video submission (creative entries encouraged). Please note that I am NOT specifying a video length requirements. Students should recognize that the development a comprehensive response capable of achieving a good grade will likely require an effort that will be reflected, in part, in both the quantity and quality of the submission (not just in its’ creativity). If video files are too large to make it into the SLATE box… please create/submit the link so that I can view the file. Thanks.

4. This test requires you to answer 2 of 3 questions (choose 2 of the 3 questions I’ve proposed below). (Note- if you answer MORE than 2… I will be marking your first 2 responses as they appear in the submission). Each response will be evaluated out of 20 possible marks according to the following criteria (sorry, I know criteria based evaluation kills creativity):

a. Demonstrated Knowledge of the Scientific Literature : Has the student demonstrated a robust understanding of the scientific/course material that pertains to the given question?

b. Development of A Comprehensive/Robust Position : Has the student woven together a coherent, complex position on the chosen question?

5. On Week 6 activities and my availability: I am available through email if you have any questions although please note that I CANNOT give you any insights on the content of your response. Also, we will be holding a regularly scheduled debriefs on Week 6. I will also be posting a short video lecture wherein I will be discussing additional aspects of CPS and creativity. This material is NOT critical or required for the completion of the test; although students can certainly incorporate week 6 material in their responses if the mood strikes.

Good Luck!

QUESTIONS: CHOOSE 2 OF THE FOLLOWING 3 QUESTIONS (20 marks each/ 40 marks total)

1. AHHH…. Grading your own Creativity Test (sort of):

For this question, you are being asked to do the following:

a) Take 2 minutes to write down all the different uses you can think for a ‘Car’s Tire’. Write this list of ‘alternative uses’ on a blank page.

b) Now, score your list according to the criteria we’ve set out for the ‘alternative use test’.

· Specifically:

i. Identify and explain the criteria you are using/would use to score this list as an alternative use test

ii. Next, write down your actual score according to that criteria (note, there is 1 criteria for which you will NOT be able to provide a score- here, just make one up on the basis of what you see/think about your own list).

iii. Finally, with your alternative use test properly scored, tell me: what, if anything, might be the value of ‘measuring creativity’ in terms of scientific understanding? Might this test you just did be a good way to measure our creativity?

2. Cognition and Creativity:

Building on the work of psychology, this course has proposed the idea that consciousness involves different streams of thought (System 1 and System 2). Moreover, we’ve explored these Systems as they might help us understand and interpret creativity and creative thought. Here, we’ve also been introduced to the notion that creativity may actually be a ‘dual process’ that is harmonized and integrated in the critical role of ‘incubation’. In this answer, I’m hoping you will explain your understanding of creativity as ‘dual process’ as well as the role of ‘incubation’ as cognitive process aiding creative insight and performance.

3. The Creative Process:

The core of most sequenced creativity problem-solving models is the balloon; aka., divergent thinking followed by convergent thinking. But, as we also seen, this ‘balloon’ can be built into the various stages of the creative process (and note- not all CPS models use the same stages). Drawing on the material we’ve encountered in both the readings and texts- discuss any four stages as they appear in any descriptions we’ve encountered of the creative process. Be sure to describe the stage and associated activities with the given stage.

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