This article presents an experimental first-year seminar that uses game-based learning to develop the creative problem-solving abilities of first-year college students at a mid-sized university. A discussion on how the computer game, "The Witness," was incorporated into the first-year seminar is given along with an overview of teaching…

Creativity scholars try to untangle the commonalities and differences between creative self-beliefs: creative self-efficacy, creative self-concept, creative metacognition, and creative role identity. While these efforts are already contributing significantly, we would like to suggest that for creative metacognition, we need to go beyond the…

Children who develop a negative student self-concept are more likely to disengage from school and this disengagement can lead them to eventually drop out. This study was designed to examine the experiences of an instructor-inclusive team tasked with using a logic model to identify a systemic problem that negatively impacted students and led them…

It is difficult but important for mathematics teachers to help students see themselves as capable mathematics learners, that is, to help each student develop a positive mathematics identity. A student's mathematics identity is a powerful influence on his or her engagement and participation in mathematics. Students act in ways that are consistent…

Over the years, researchers have focused on ways to facilitate creativity in the workplace by looking at individual factors and organizational factors that affect employee creativity (Woodman, Sawyer, & Griffin, [Woodman, R.W., 1993]). In many cases, the factors that affect creativity are examined independently. In other words, it is uncommon…

Borderlands of practice are spaces where teachers are engaged in negotiating multiple conceptions of "best practices" within their daily teaching practice. Teachers at work in borderlands must actively negotiate varied conceptions, expectations, and assumptions about what is "best" for their students. These conceptions often…

Coping strategies and identity processes are hypothesized to influence one another over time. This three-wave longitudinal study ("N" = 458; 84.9% women) examined, for the first time, how and to what extent identity processes (i.e., commitment making, identification with commitment, exploration in breadth, exploration in depth, and ruminative…

Student participation in real-world problems promotes "a sense of their own agency andcollective capacity to alter their neighbourhoods or communities for the better" (Smith, 2007).This paper describes student engagement in a two-week summer workshop conducted in June2016, where they used geospatial technologies and community mapping to…

John Dewey was inspired by what he termed "the miracle of shared experience and shared communication." His faith in the power of individuals working in democratic association also included warnings of a darker side, the "monstrosities" that individuals can become when they live and work in isolation from others. In this…

"Latina/os in Rhetoric and Composition: Learning from their Experiences with Language Diversity" explores how Latina/o academics' experiences with language difference contributes to their Latina/o academic identity and success in academe while remaining connected to their heritage language and cultural background. Using qualitative…

This study examined (a) whether a developmental model or a model in which all subscales' measurement errors are correlated best explains the relationships among White racial identity (WRI) statuses, and (b) social problem-solving (SPS) skills as a predictor of WRI. Path analysis was conducted with a sample of 255 White undergraduate students from…

Mental models or implicit theories held by adults about everyday problem solving were studied. Research questions were posed to 12 male and 12 female adults, aged 25 to 60 years, from a wide range of educational and occupational orientations. Subjects were interviewed in pairs. Verbal Protocol Analysis was used to analyze the data from two…

Cognitive-communicative intervention with children and adults with head injuries should emphasize such aspects of cognitive functioning as the knowledge base and the executive system. Assessment and intervention should focus on realistic goal setting, planning, self-directing and initiating, self-inhibiting, self-monitoring, self-evaluating,…

Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and…

This publication supplements an earlier publication, "What Do You Like about Yourself? Developing a Positive Self-Concept" that presented an introduction to self-concept and included activities that could be used with students of all ages. This particular document, divided into two parts, includes additional ideas and activities that relate to…