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OU HR 5073 - Course Descriptions - HR 5073-290

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ACCOMMODATION STATEMENTEDUCATIONPh.D. in Communication; Minors: Adult and Higher Ed., TrainiCURRENT POSITIONSFREQUENTLY TAUGHT ADVANCED PROGRAMS COURSESMAJOR AREAS OF TEACHING AND RESEARCH INTERESTSCollege of Continuing Education The University of Oklahoma Advanced Programs For more information about Advanced Programs, visit our website at: Course Title: Creative Problem Solving Course Number: HR 5073-290 Course Description: Challenges of living and working in the 21st century make it particularly important to develop adaptable and flexible thinking. The accelerating pace of change calls for new responses. This course explores the nature of creativity (four themes) and creative problem solving from individual, group, organizations, and societal perspectives. A framework for creative problem solving (CPS) based on more than four decades of theory, research, and development is presented blending scholarly inquiry (theory) and real-life application (practice). Particular attention is given to defining and identifying problems, types of problems, productive thinking (thinking creatively and critically, creative problem solving, tools and techniques, conceptual blocks , a purpose-driven language for CPS, the “heartbeat” of CPS, case studies (stories), and design and customization of CPS for your personal and professional use. Get ready to stretch your creative muscles. Class Dates, Course Links: May 1 – August 19, 2005 – MUST ACCESS LINK FOR COMPLETE INFORMATION AND ASSIGNMENT DUE DATES. Last Day to Enroll or Drop Without Penalty: April 2, 2005 Site Manager: This is a three-credit hour online course. Please see your local Site Manager or e-mail Sheila Gibson at [email protected] Course Professor: Nina R. Barbee, Ph.D. Mailing Address: The University of Oklahoma College of Continuing Education 1700 Asp, Room 136 Norman, OK 73072-6400 Telephone Number: (405) 325-3619 Fax Number: (405) 325-7196 E-mail Address: [email protected] Professor availability: The professor will be available via e-mail to students. Textbook(s) and Instructional Materials: Student materials are available at the Follett/AP Bookstore at Orders may also be placed by telephone at 866-369-9713 (toll free in the U.S.) or 405-325-5960 (outside the U.S.). E-mail orders may be sent to [email protected] Representatives are available from 8 a.m. to 6 p.m. CST Monday through Thursday and 8 a.m. to 5 p.m. CST on Friday. Faxed orders may be placed 24 hours a day to 866-223-5607 (toll free in the U.S.) or 405-325-1557 (outside the U.S.). 01 Adams, James L. (2001). Conceptual blockbusting: A guide to better ideas (4th ed.). Cambridge, MA: Perseus Publishing. ISBN 0738205370. (Text prices are available online.) 02 Isaksen, Scott G., Dorval, Brian K. & Treffinger, Donald J. (2000). Creative approaches to problem solving: A framework for change (2nd ed.). Dubuque, IA: Kendall/Hunt Publishing Group. ISBN 0787271454. (Text prices are available online.)2Note: The Follett/AP Bookstore is the Advanced Programs contractual textbook provider. Should text changes become necessary after publication of the course syllabus, Advanced Programs will facilitate text returns/refunds only for texts purchased through the Follett/AP Bookstore. Course Objectives: Upon completion of this course, students should be able to: 1. define creativity (four themes), different types of problems, creative problem solving (CPS), creative thinking and critical thinking (productive thinking), and conceptual blocks; 2. integrate concepts of creativity and creative problem solving within individual, group/team, organizational, and societal/cultural contexts; 3. identify and describe stages in the CPS process and practice with various CPS tools and techniques; and 4. apply the CPS framework introduced (content/process) to a student identified problem or issue flexibly and successfully. Assignments, Grading and Due Dates: Read Topics Covered Unit 1: CAPS Chap 1, Adams Chap. 1-5 Setting the Stage: Creativity, Problems, Creative Approaches to Problem Solving, Blocks –Theory Unit 2: CAPS Chap. 2-5, Adams Chap. 6, 7 Creative Problem Solving Framework, Language, Tools, and Techniques -- PRACTICE Unit 3: CAPS Chap. 6-10 Planning Overview and Key Issues Unit 4: CAPS Chap. 11, 12, Adams Chap. 8, 9 Design and APPLICATION of CPS – Individual Group Settings, Organizational Level Assignments: 1. Introductory Paper: Paper is written prior to completing all readings of the texts (before you become well-versed in the CPS process). Due: Six days after the first class date. The intention of this assignment is to jump start your brain and help me get to know you a little better! Have fun! Part 1: Mini Bio: Please prepare a mini bio for me (introduce yourself). I would like to know about your place in the educational program, work experiences, goals for this course, and anything else you would like to share. There is no minimum length requirement. Welcome Aboard! Part 2: Aha! Brainstorming Activity (Empty the Glass): A glass of water is placed on a card table. Write down at least 10 ways to empty the glass without touching it or knocking it over, OR create and write down 10 new names for a light green paint color, OR write down 10 new ways to hold shoes on feet. Part 3: A Stroke of Genius: Think of a time or situation when you came up with a unique idea or solution to a problem (personally or professionally). There probably has been a time in the workplace when you had a creative idea. Discuss the incident and your thoughts on the outcome(s), e.g., reactions of other people, your learning, rewards, importance, etc. Minimum page length = one page, double-spaced and typed. Part 4: Eureka! 1) Cite and write a definition for serendipity. 2) Describe one historical event, e.g., an invention that had something to do with serendipity. 3) Has anything serendipitous ever happened to you? Personally, professionally, or both? Describe and explain this event(s). Minimum length: one page, double-spaced, typed).3(Source: Creative Problem Solving: A Step-by-Step Approach, Harris, R.A., 2002) 2. Idea Trap: Students keep a written diary akin to an inventor’s

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