Stimulating Creative Behavior
Summer 2000
PERS 2300 Section A
Instructor: Dick Bjornseth
MTWTF 6:00 - 8:30 PM
Room 131 Fine Arts Building

CATALOG DESCRIPTION: A study of creative problem solving including an overview of creativity, the application of selected problem-solving strategies, the identification of regional and global exemplars of creative problem solving, and the utility of technology for information acquisitions and manipulation.

RATIONALE: This course provides an elective option for the general university student that focuses on the conceptual foundations and processes of creative behavior.

TEXT:
Required: A Kick in the Seat of the Pants, by Roger von Oech
Optional: The Future and Its Enemies, by Virginia Postrel

COURSE OBJECTIVES:
Upon successful completion of this course students will be able to:
* Demonstrate an understanding of selected models of creative behavior through discussion and objective assessment,
* Acquire creative problem solving strategies,
*Discuss impediments to creative behaviors and how they might be resolved,
* Demonstrate an understanding of relationships between creativity and cognition through discussion and assessment,
* Use computer-based search strategies to accumulate and manipulate information,
* Present and discuss examples of creative problem solving in regional and global contexts in written form, and
* Apply creative problem solving strategies in a variety of contexts.
* Be able to summarize the difference between stasis and dynamism and understand the nature of these opposites as related to the future and change.

CLASS SCHEDULE:
WEEK /DAY TOPICS

1 /THURS. INTRODUCTION
Introduction to course, attendance policy and agreement, and major assignments. Overview of text and semester.
Lecture/Discussion: Learning strategies (handout), Definitions of creativity, myths and realities of creativity, operational definitions of terms, creative personality traits.
Take self test: "How Creative are you?"
Creative Activities: "I'm going on a picnic," Distribute 9-dot problem.
Video: Why Man Creates
Assignment: Read Text pp 12-21. Complete 9-dot problem

1/FRI. THE CREATIVE PROCESS
Discuss 9 dot problem
Lecture/Discussion: Blocks to Creativity, the four plus one roles of the creative process.
Memorize list of student names using a story thread.
Project: Symbolic Shoe. (Due Week 2 Friday)
In-class: List one or two problems or challenges in your field of interest. Write this semester problem statement down and this is to serve as the focus for future creative solutions through out the semester. (example: "How can I sell more of my artwork?" or "How can I get my students to think beyond the first creative solution?") Turn in at end of class with your initial ideas and quick judgment as to which is best.
Assignment: Read Text pp 23-53
Using Random number generator (p 43) and "trigger concepts" (p 42) come up with a list of at least 6 potential "themes" for a memorable party which you might organize this summer. For favorite party theme then explore potential details and variations for the party. (who is invited?, location? refreshments? activities? games? invitations?) HINT: Avoid the obvious first solutions...stretch for ideas.

2 /MON. THE EXPLORER
Present party theme ideas to class.
Discuss "the Explorer" (text pp 23-55)
In-class Project: Alien Souvenir
Homework: "Web surfing": Starting with a term from your field of interest (example: "sculpture" or "hospital" or "Mars"), begin a web surfing exercise, letting your web search branch away from the original term at least six times. While at each web site, list each site address and note at least one thing that you didn't already know or a list a potential value or insight relative to your own field. Hint: use links to progress away from original directions.

2 /TUES. THE EXPLORER
Present homework: web surfing. Discuss advantage of focused versus random branching.
Look at the big picture (Text p 38) List the possible short and long range implications of hovering/flying cars on: city development patterns, lifestyles, housing, recreation, politics, immigration, the various aspects of the economy, other implications? (Use trigger concepts p. 42)
Assignment: Read text pp 55-71. Using your semester problem statement, come up with one idea for each of the strategies first four strategies discussed in the chapter beginning on p 62 "adapt" through "connect" (p. 70). Be prepared to present ideas to class.

2 /WED. THE ARTIST
Lecture/discussion of Adapt, Imagine, Reverse, Connect strategies and homework.
In-class Activity: Brainstorming project. Topic of class choice Assignment: Read Text pp. 72-87. Using your Semester Problem Statement come up with at least one idea for each strategy: "Compare, Eliminate, Parody, and Incubate."

2/THURS. THE ARTIST
Lecture/discussion of Compare, Eliminate, Parody, and Incubate in relation to homework.
In-class project: "What if?" collage.
In class: Define brainstorming project.
Assignment: read "Brainstorming Procedures" Then start "exploring" the class brainstorming idea or problem. (Do some web exploration of the subject?)
Assignment: Finish up your "symbolic shoe" due Friday.

2/FRI. THE ARTIST
Present Symbolic Shoe project
Lecture/discussion Brainstorming
In-class assignment: Brainstorming problem (split class into two groups)
In-class assignment: "metamorphic" problem solving
Assignment: Review for midterm

3 /MON. REVIEW AND MIDTERM
Discuss and Distribute "Activity Kit" assignment (due Week 4 Wed)
Assignment: Read pp 90-100. Rethink some of your solutions to your
Semester Problem Statement in view of Objective, Positives, Negatives, Probability, Downside, and Assumptions. Be prepared to discuss in class.

3 / TUES. THE JUDGE
Student presentation of first criteria for "The Judge"
Discussion of: currency of assumptions, blind spot, arrogance, humor, and verdict as applied to student Semester Problem Statement.
Assignment: Read pp 100-111

3 /WED. THE JUDGE
Lecture/discussion of "evaluation matrix" strategy
Assignment: Draw up a formal evaluation matrix for judging alternative solutions to your semester problem statement. Include "weighting of some factors" to reflect those which you feel are most important. Indicate which solution is the best.

3 / THURS. THE WARRIOR
Lecture /discussion: "How - How " strategy for implementation "The Product of the Product"
Video: Wild Wheels (portion about grassy car)
Assignment: Read text pp 113-136. Find one or more print ads and list what you think is the "product of the product."

3 /FRI. THE WARRIOR
Discuss the product of the product assignment.
Discuss "Selling others on your creative ideas" table as related to your semester problem statement solution.
Assignment: Start assembling the Symbolic Shoe
Assignment: Read "Dr. W. Edwards Deming" and "Kaizen" and come up with a personal Kaizen plan for a week.

4 / MON. THE RETURNS MANAGER
In Class: Discuss student Kaizen plans.
Video: The Iron Horse and discuss how to handle the controversy.
In class: Read and discuss "What are focus groups?" and "How to Operate Focus Groups."
In-class Activity: Focus group simulation (class divided into groups?)
Class location and Topic to be determined.
Assignment: Read Virginia Postrel's: The Future and its Enemies, Introduction and "Surprise! An Essential Ingredient of Progress" (Wall Street Journal Interactive Jan 1, 2000).

4 / TUES. THE FUTURE AND ITS ENEMIES
Lecture/discussion: The Stasist and Dynamist paradigm of change, creativity, and the future and how to deal with uncertainty and surprise.
In class: Video: Pleasantville
Assignment: Write a two page essay that summarizes in terms of dynamist /stasist framework, your choice of: 1) The movie Pleasantville or 2) Any issue related to your academic specialty or special interest. This is to be question #1 of your exam. (due Friday with exam)

4/ WED. THE FUTURE AND ITS ENEMIES
Class to meet at Sojourners's Coffee house downtown. Location to be verified.
In class: Discussion of Pleasantville in terms of Stasist and Dynamist dichotomy. (Also in terms of Pleasantville as compared to Valdosta)
In class: Field trip to downtown Valdosta to discuss how this area might evolve in 20 years. Imagine or invent "surprises" in technology, culture, or consumer tastes that might have ripple effects as they work their way into the appearance and functioning of downtown in the future. Examples: What affects would hovercraft cars have on downtown? How about the domination of retailing with the web? How about the legalization of drugs? How about a return to Puritan standards or prohibition? How about global warming? How about a great expansion in nearby Moody AFB? How about the predominance of distance or individual electronic learning and the end of traditional college education and the VSU campus? What other surprises can you "create" and how might they affect downtown?

4 /THURS. No class - review for exam.

4 /FRI.
Distribution of class evaluation forms and FINAL EXAM