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Relevant bibliographies by topics / Creative programs in Christian education

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Academic literature on the topic 'Creative programs in Christian education'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Creative programs in Christian education"

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Anderson, David W. "Special Education as Reconciliation." Journal of Education and Christian Belief 7, no. 1 (2003): 23–36. http://dx.doi.org/10.1177/205699710300700104.

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This paper presents special education as a ministry of reconciliation designed to promote community and to recognize wholeness in the presence of disability. It is offered as part of an ongoing discussion of the need for an inclusive world view founded on Christian principles. Including the excluded –reaching out to those ignored or pushed away by society – was a characteristic of Jesus' ministry and must be a hallmark of Christian educators and churches. The hope is that the ideas expressed herein will foster collaborative efforts between general and special educators which lead to the creation of positive, caring classroom communities that value and promote unity and equality while also celebrating diversity. Christian teacher training programs must encourage and model an inclusive worldview in which individuals with disabilities are also recognized as God's image-bearers, and where there is acknowledgment of the abilities and gifts they bring to the classroom community.

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Eun-Ha Cho. "A Critical and Creative Study on Christian Youth Education." Journal of Christian Education in Korea ll, no. 34 (2013): 147–68. http://dx.doi.org/10.17968/jcek.2013..34.006.

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Jinwook Baek. "Development of Education Programs by Creative Training Techniques." Journal of Creative Information Culture 4, no. 3 (2018): 195–204. http://dx.doi.org/10.32823/jcic.4.3.201812.195.

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Wozniak, Gary. "The Use of Technology in Field Education for Christian Education Programs." Christian Education Journal: Research on Educational Ministry 6, no. 1 (2009): 64–70. http://dx.doi.org/10.1177/073989130900600107.

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Field education has been utilized with classroom instruction for many years in Christian education programs. The oversight of these students by Christian education faculty has been limited by time and distance. The use of technology has some clear advantages of improving the oversight of these interns by alleviating some of the problems of time and distance and as a result improving the field education outcomes of the field-based educational process. This article will examine the value of using technology in field-based education, problems and concerns of using technology in field-based education, specific learning methods that can be used in field-based education, and several recommendations that will help implement technology into field-based Christian education programs.

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Jackson, Angie. "The Power of Creative Titles for Continuing Education Programs." Journal of Continuing Higher Education 33, no. 1 (1985): 29–30. http://dx.doi.org/10.1080/07377366.1985.10401020.

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SINK, CHRISTOPHER A., RICHARD CLEVELAND, and JULIAN STERN. "Spiritual Formation in Christian School Counseling Programs." Journal of Research on Christian Education 16, no. 1 (2007): 35–63. http://dx.doi.org/10.1080/10656210701381098.

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COOKSON, GARY, and SAMUEL J. SMITH. "Establishing Special Education Programs: Experiences of Christian School Principals." Journal of Research on Christian Education 20, no. 3 (2011): 239–53. http://dx.doi.org/10.1080/10656219.2011.623653.

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Atkinson, Harley. "An Introduction to Field Education in Higher Christian Education." Christian Education Journal: Research on Educational Ministry 6, no. 1 (2009): 9–23. http://dx.doi.org/10.1177/073989130900600103.

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Field education, as a key link between Christian education institutions and practical ministry experience, has expanded in recent decades. This article introduces the reader to the foundational issues of field education including definition of terms, the nature of experiential education, the history of field education, and significant issues for field education related to educational ministry programs.

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Ream, Todd C. "Creative Calls for Coherence: Ernest L. Boyer and Christian Higher Education." Christian Higher Education 13, no. 1 (2013): 1–3. http://dx.doi.org/10.1080/15363759.2014.850934.

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Lawson, Kevin E. "Christian Education: A Field in Motion Mapping Christian Education Preparation Programs Summary Report a Collaborative Research Effort." Christian Education Journal: Research on Educational Ministry 4, no. 1 (2007): 49–61. http://dx.doi.org/10.1177/073989130700400104.

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Dissertations / Theses on the topic "Creative programs in Christian education"

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Lane, Vicki Diane May. "Creating and designing a certification program for childhood educators of Texas." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Wissmann, Cheryl. "Linking creative drama with Christian education." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Schwarz, John Edward. "Adult Bible studies a look at 20 popular programs /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Case, Timothy M. "The utilization of adventure-based programs in Christian education." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101268.

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Participants in a Christian adventure program (Liberty Expeditions) were tested to investigate the effectiveness of this type of program in causing spiritual change. Specific areas of spirituality measured in this study were identified in six study hypotheses. These areas were: sense of self-worth and purpose within God's creation, acceptance of doctrinal teachings, interest in Bible reading, intent to share religious faith, attitudes towards prayer, and perception of acceptance within the testing group. Pre- and post-program spirituality was self-reported using a 55-item Likert-type Scale instrument which was developed specifically for the study. Paired t-test comparisons of pre-post test scores of the 4 groups comprising the sample showed slight, but not statistically significant, gains in 22 of 24 analyses. Hypotheses with the largest gains were the hypotheses addressing intent to share religious belief (mean gain for all groups), sense of self-worth and purpose, and interest in Bible reading. Additional analyses included an analysis of variance between group scores and the Cronbach's test of instrument reliability. Due to overall lack of statistical significance, conclusions were limited. Positive gain scores in 22 of the 24 analyses, however, implied that the program was effective. Limitations of the study and implications for Christian adventure-based programming are discussed.<br>M.S.

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Graves, Darlene Richards. "Creative Drama as an Instructional Strategy in Adult Christian Education." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1350.

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This study reviews the tenents of adult learning. Christian education and creative drama and presents the observation that there are parallel objectives in each of these three major areas. Noting that creative drama is rarely used in adult Christian education, which is primarily cognitive-based and lecture-discussion oriented, the study proposes the application of creative drama strategies to provide an alternative experiential learning process and therefore create a drama strategies to provide an alternative experiential learning process and therefore create a balance of focus between cognitive, affective, reflective and active learning styles in adult Christian education. It also suggests that through the application of creative drama strategies teachers may more effectively realize the intentions of Christian education: to nurture sensitively aware individuals who are continually growing in faith and empathic love for others. Extant theoretical writings about the practice of creative drama and also literature dealing with the principles and intentions of adult Christian education are reviewed for this study. In the process of surveying current theory and practice in adult evangelical Christian education, the study elaborates on its two basic concerns: adult learning and Christian education. The study discloses a discernible gap between theory and practice through which creative strategies in adult evangelical Christian education have fallen. The study advances the conclusion that this gap may be addressed by application of the creative drama process. Creative drama is presented as one viable means of refreshing individual adult creativity and adult group creativity in Christian education and as an additional way through which to nurture empathic awareness and personal spiritual growth. The underlying assumption is that creative drama is a powerful, often neglected, tool by which adult evangelical Christian education groups may be stimulated to more effective learning and growth. Creative drama, adult learning, and Christian education converge in this study to present an advantageous educational angle. Creative drama is an improvisational, non-exhibitional, process-centered form of drama in which participants are guided by a leader to imagine, enact and reflect upon human experiences. Built on the human impulse and ability to act out perceptions of the world in order to understand it, creative drama requires both logical and intuitive thinking, personalizes knowledge, and yields aesthetic pleasure. The strategy clearly interfaces with current findings in adult learning which represent the effective teacher as a facilitator who seeks to guide the adult learner toward more enhanced self-direction and growth rather than primarily as a disseminator of information who seeks to lead the learner into gaining more knowledge. Adult development findings reveal that adults learn best when their needs and interests are considered, their backgrounds, skills and knowledge are recognized as key resources, and they engage in active problem-solving. Likewise, creative drama draws its framework and impetus from similar concerns of the participants, using their interests and resources as the basis for enactment. In another venue, the intention of evangelical Christian education is to nurture believers toward higher levels of faith development, enhanced integrity in moral behavior, and clear exhibition of genuine love and service toward others. In a similar vein, creative drama also seeks personal growth and moral development through empathic awareness in enactment. Hence, the potential for achieving the ideal outcomes in the fields of adult education, and specifically adult Christian education, is more realizable with the application of the creative drama process to adult Christian education. In the course of literature review and the establishment of a rationale for considering the integration of the creative drama process as an instructional strategy in adult evangelical Christian education, additional ancillary, yet significant, aspects of personal and group growth and awareness are considered as part of the affective learning process and therefore discussed in terms of their applications to the proposal. These aspects include: major learning styles, the experiential learning cycle, adult development, group ctynamics, moral education, creativity development, play and the dramatizing impulse, imagination, metaphor, and empathic awareness and sensitivity. Each is considered as an important link in the connection of the creative drama process to adult evangelical Christian education. The study then lays out potential guidelines for the application of the creative drama process as an instructional strategy in adult Christian education. The potential benefits of creative drama are considered in the processes of determining educational objectives and setting up instructional guidelines for the adult student in the Christian education context. The guidelines include: considerations for effective adult motivation, establishment of positive physical and emotional atmosphere for creative experiential learning, and the sequential process for creative role-playing from warm-up, through enactment, to final evaluation. Suggested specific applications of creative drama in Christian education are presented with extensive sample lesson plans, including the rationale and implementation of guidelines for each step. The study concludes with suggested future research and training to achieve the potential of inculcating creative drama techniques in an adult evangelical Christian education context on a more systematic basis and over a broader scope of application. Recommendations are made for future publications and presentations in order to raise awareness of the need find potential effectiveness of more creative and experiential strategies in adult Christian education as well as to train for better teaching and leadership in those areas.

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Waitman, Carol Ann. "Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1448.

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The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students' level of awareness of and appreciation for the outdoors.

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Grimwood, Robert M. "An evaluation of non-Sunday School children's training programs used by conservative, local Baptist churches in Michigan." Theological Research Exchange Network (TREN) Access this title online, 2002. http://www.tren.com.

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Marks, Lori J. "Creative Techniques For Using Word Processing Programs To Develop Language Skills In Hearing Impaired Students." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/3729.

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Bradway-Hesse, Becky Harris Charles B. "Rhetoric, belles lettres, and the emergence of writing programs in the American university." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924344.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 13, 2006. Dissertation Committee: Charles Harris (chair), Ronald Fortune, Curtis White. Includes bibliographical references (leaves 304-316) and abstract. Also available in print.

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Ko, Hye Mi. "Trends in CAD education in interior design programs." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41972.

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<p>This research investigated Computer Aided Design (CAD) education in the interior design. program focusing on educators' opinions about creativity aspects including computer application, teaching materials and teaching methods as well as other trends in CAD education. A questionnaire was sent to one hundred eighty-two members of the Interior Design Educators Council (IDEC).</p> <p>A frequency distribution was used on 69 usable returned surveys to describe the sample characteristics and to determine the teaching materials and support. Means and T-tests were employed to examine if a significant difference of opinions toward CAD integration existed between designers based on creativity, teaching materials, and teaching approaches.</p> <p> Findings indicate that educators are thinking positively regarding the creativity aspects of teaching CAD. There was no significant difference between IBM educators and Apple Macintosh educators in terms of opinions concerning creativity and teaching approaches and also no significant difference in the educators who are using more flexible teaching approaches and the educators who are using more rigid teaching approaches in terms of creativity. Educators thought CAD courses are most helpful for students' future careers. Educators remarked that their college, department, and other faculties are generally very supportive. Overall the educators had fewer than 4 years of experience in teaching CAD. One or two CAD educators were teaching in each interior design program. IBM personal computer, AutoCAD software, instructor prepared tutorials were the most used teaching materials.</p><br>Master of Science

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Books on the topic "Creative programs in Christian education"

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Creative Bible learning. Standard Pub., 1997.

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1954-, Pearson Darrell, ed. Creative junior high programs from A to Z. Youth Specialties, 1996.

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Shotwell, Malcolm G. Creative programs for the church year: Help with planning holidays, special emphases, and seasonal events. Judson Press, 1986.

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Keffer, Lois. Creative can-do crafts: Boost kids' confidence as you build their faith. Group Pub., 1997.

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Aalsburg, Wiessner Colleen, ed. When did we see you?: Sixty creative activities to help fourth to eighth graders recognize Jesus today. Ave Maria Press, 1994.

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Easton, Laurine M. Crafting faith: Fun and meaningful crafts for religious education. Loyola Press, 2008.

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Easton, Laurine M. Crafting faith: 101 crafts to help kids grow in their faith. Loyola Press, 2008.

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200+ activities for children's ministry. Standard Pub., 1999.

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Gee, Martha Bettis. Things to make & do anytime. Bridge Resources, 1998.

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Easton, Laurine M. Fe artesana: 101 manualidades infantiles para crecer en la fe. Loyola Press, 2013.

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Book chapters on the topic "Creative programs in Christian education"

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Kimura, Norihiko, Hitomi Shimizu, Iroha Ogo, Shuichiro Ando, and Takashi Iba. "Design Patterns for Creative Education Programs." In Designing Networks for Innovation and Improvisation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42697-6_10.

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Monzón, Noemí Suárez, Janio Jadán-Guerrero, Maritza Librada Cáceres Mesa, and María Verónica Andrade Andrade. "Digital Transformation of Education: Technology Strengthens Creative Methodological Productions in Master's Programs in Education." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68017-6_98.

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Seong Do Cho. "Christian Higher Education in Korea: Exploring Historical Roles and Regular Christian Curricular and Non-Regular Mentoring Programs." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6532-4_4.

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Girardi, Tamara. "New Creative Writing “Classroom”." In Critical Examinations of Distance Education Transformation across Disciplines. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch001.

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The field of creative writing studies includes commonly regarded forms of distance education such as online courses, but there is an impressive diversity regarding the opportunities available to creative writers. To illustrate this, the chapter discusses the two tracks available to writers. The first features the university environment, where students enroll in undergraduate and graduate creative writing degree programs. These programs could be full-residency, low-residency, or online. However, not all writers are able or willing to enroll in such programs. For these writers, there are non-academic options that are driven not by colleges and universities but by the publishing community. Non-degree writers might enroll in online workshops or communities. Finally, non-degree seeking writers might work independently through MOOCs, extension classes, iTunesU courses, and how-to texts. This chapter discusses the history of distance education as it is evolving and the potentially overwhelming number of options available to aspiring writers.

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Yoder, James, and BJ Miller. "Using Accreditation to Foster Education for Sustainability in Higher Education." In Practice, Progress, and Proficiency in Sustainability. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch025.

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Education for sustainability in higher education often faces numerous financial and institutional barriers. One overlooked mechanism for the promotion of education for sustainability is accreditation requirements. This chapter studies Eastern Mennonite University (EMU), a Christian liberal arts university accredited by the Southern Association of Colleges and Schools, which took advantage of this mechanism by choosing education for sustainability as the topic for one of its accreditation requirements, the Quality Enhancement Plan (QEP). EMU's QEP, Peace with Creation, builds on grassroots efforts and focuses on infusing education for sustainability throughout the undergraduate curriculum. Challenges faced along the path to implementation of the plan included confusion over the definition and scope of sustainability, early fatigue and cynicism by the student body, and uncertainty as to how the now well-supported plan would mesh with other sustainability efforts on campus. Three years into implementation, it has become clear that the accreditation mandate has significantly advanced education for sustainability at EMU, and it is evident that accreditation can apply powerful leverage for integrating education for sustainability into an institutional framework.

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Hobbs, Renee, and Jonelle Rowe. "Creative Remixing and Digital Learning." In Handbook of Research on Effective Electronic Gaming in Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch083.

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This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because pre-adolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.

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Sun, Xinbo. "Design of Crowd Creative Collaborative Education Model Based on PBL." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch019.

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The global information technology revolution puts forward the following requirements for higher education: education mode transforms from experience education to overall education; education mechanism transforms from traditional management to comprehensive governance; the educational goal transfers from the traditional knowledge to the ability training. In such a macro educational background, the structural contradictions in China's higher education have triggered the supply-side reform of education. The implementation of this reform to Northeastern University requires us to vigorously promote the excellent education action plan in view of the current teaching reality and local difficulties in Northeastern University to change the logic of unilateral teaching into the logic of co-creating education. Based on comprehensive learning of PBL education paradigm, the author of this chapter, based on his own teaching practice and reflection of educational philosophy, puts forward the collaborative education mode of crowd innovation and gives the basic framework of this model. On this basis, specific cases and suggestions are given.

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Banas, Jennifer R., and Carol A. Brown. "Web 2.0 Visualization Tools to Stimulate Generative Learning." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch006.

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Twenty-first century learners’ learning experiences require vastly different instructional opportunities than the generation before. These electronically bred learners have become “wired” to learn best from and to prefer instructional activities that allow them to manipulate their learning environment. With this understanding, educators should respond with instructional practices that not only support learners’ fundamental and preferred learning behaviors but also provide environments that foster creative and critical thinking experiences. New Web 2.0 educational technologies can help educators to deliver rich instruction that is relevant, appropriate, and that affords a “playground” in which generative learning can take place. This chapter introduces readers to a category of interactive technology instruments called visualization tools and how these tools can be used to stimulate generative learning. Examples are provided and criticisms of text visualization tools are also carefully considered. Readers are challenged to explore new uses for and the impact of visualization tools.

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Heft, James L. "Catholic Studies Programs and Catholic Identity." In The Future of Catholic Higher Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568880.003.0016.

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After the Second Vatican Council (1962–1965), the structure of required courses dramatically changed at most Catholic universities. Before the council, it was typical that all students, regardless of their major, were required to take at least eighteen credit hours (six courses) mainly in philosophy and some theology (mostly grounded in the thinking of the thirteenth-century theologian Thomas Aquinas). Once those requirements were dramatically reduced and what was then offered covered more than Christian religions, doubts began to spread among some faculty as to whether the university had lost its Catholic character. By the 1980s, Catholic studies programs began to be created that included more disciplines than theology and philosophy and typically also offered opportunities for the moral formation of students. Controversies erupted between faculty who questioned the academic legitimacy of these programs. This chapter provides an evaluation of the nature and academic legitimacy of these programs.

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Mishra, Punya, Matthew J. Koehler, Andrea Zellner, and Kristen Kereluik. "Thematic Considerations in Integrating TPACK in a Graduate Program." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch001.

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The integration of technology into classrooms is an increasingly important issue in America’s schools, and at the core of this integration is the training of teachers. Teacher educators seeking to impact teachers’ use of technology should recognize the needs of these learners as well as their knowledge as practitioners, in order to expand their knowledge and help them think about technology in creative ways. In this chapter, the authors describe the design and implementation of the Master’s program in Educational Technology at Michigan State University (MSU) as an example of an institution’s attempts to improve their facility to incorporate technology into the classroom practice. The authors briefly define the concept of the TPACK and how that theoretical model is important in thinking about technology with teacher practitioners, and how it helped to focus the design of the Educational Technology program at MSU. The authors then outline central TPACK themes that run through each of the stages of this program, and how each level, in turn, informs the others. Finally, the chapter offers concrete examples of TPACK in practice at each stage of the Master’s program in educational technology.

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Conference papers on the topic "Creative programs in Christian education"

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Simbolon, Elvri, Roida Lumbantobing, Jupalman Simbolon, and Harisan Boni Firmando. "Development Of Adaptive, Spritual, Academic And Social (ASAS) Programs In Revitalizing Social Interactions Of Students." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.237.

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If the diversity of a community is not managed properly, it will cause various problems that can lead to disharmony in the interaction patterns in that community. The diversity of students of the Faculty of Social Science and Christian Humaniora (FISHK) of IAKN Tarutung leads to a tendency to cause grouping and even create competition, which greatly affects the patterns of interactions among students. The purpose of this research is to develop the ASAS programs in revitalizing the social interaction patterns of students of the Faculty of Social Science and Christian Humaniora (FISHK) of IAKN Tarutung. This research method uses a quantitative description, which aims to explain events that are described in the form of Figures containing useful numbers. The four indicators for the Adaptive Program (A) show that 31.13% of respondents strongly agree to hold adaptive programs, 61.13% of respondents agree, 6.78% disagree, and 0.88% of respondents strongly disagree. The seven indicators for the Spiritual Program (S) show that 38.14% of respondents strongly agree to hold spiritual activities, 56.71% of respondents agree, 5.14% of respondents disagree, and no one strongly disagrees. The five indicators for the Academic Program (A) show that 29.4% of respondents strongly agree to hold an academic program, 61.6% of the respondents agree, 8.4% of respondents disagree, and 0.6% of the respondents strongly disagree. The four indicators for the Spiritual Program (S) show that 30.75% of respondents strongly agree to hold social activities, 60% of the respondents agree, 8.75% of respondents disagree, and less than one percent (0.5%) of respondents strongly disagree. From all the indicators in the ASAS program that have been implemented, it can be concluded that the ASAS (Adaptive, Spiritual, Academic and Social) programs can be as solutions in revitalizing interaction patterns among students and those can become references for readers or others in overcoming disharmony issues in a community.

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Carrió, Mar, Gemma Rodríguez, Núria Saladié, Gema Revuelta, Clara Vizuete, and Carolina Llorente. "Responsible Research and Innovation: an opportunity to develop creative skills at Higher Education." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8187.

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During the last decades, research and innovation have experienced a revolution that has lead to new challenge, and creativity has been identified as a main skill for professional success. In this context, not only concerns about involving society in research and innovation processes have been increasing but also to make this process responsible. Responsible Research and Innovation (RRI) has been defined as the approach for making research and innovation a collaborative, intergenerational and democratic process. The HEIRRI project aims to integrate RRI at all stages of education with the creation of different programs in Higher Eduaction. The aim of this study is assess how creativity has been developed in an RRI framework in the HEIRRI Summer School programme troughout an Inquiry-Based Learning (IBL) approach. On the basis of the results, this paper highlights that the IBL approach, but also the RRI framework foster creativity development in a research proposal design but also that have an impact on how researchers’ perceive their profession. This paper concludes that integral elements of this pedagogical approach and RRI, such as discussion, multidisciplinarity and including different voices and perspectives are main ingredients to promote creativity in research and innovation processes and have a transformative potential.

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Ivshin, Konstantin, Tatyana Rusakova, Evgeniy Ponomarev, Darya Miroshnikova, and Tatyana Breusova. "CULTURAL CODE AS A BASIS FOR THE CONTINUITY OF THE DEVELOPMENT OF CREATIVE COMPETENCIES OF STUDENTS-DESIGNERS IN BACHELOR’S AND MASTER’S DEGREE PROGRAMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2663.

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Blândul, Valentin Cosmin. "Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

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Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continuing vocational training providers are numerous, so that the teachers concerned have a variety of choices. That why, in the present paper, we will planning to analyze some of the opportunities Romanian teachers have to improve in their specialty and also a possible socio-professional profile of those interested in the field.

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Latri, Latri, Johara Nonci, and Agusalim Juhari. "The Development of Elementary School Mathematics Learning Packages assisted by Manipulative Media: Supporting Qualified and Creative Primary Teacher Candidate Programs." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290052.

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Sauder, Jonathan, and Yan Jin. "Training the Participatory Renaissance Man: Past Creative Experiences and Collaborative Design." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12288.

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Students are frequently trained in a variety of methodologies to promote their creativity in the collaborative environment. Some of the training and methods work well, while others present challenges. A collaborative stimulation approach is taken to extend creative cognition to collaborative creativity, providing new insights into design methodologies and training. An experiment using retrospective protocol analysis, originally conducted to identify the various types of collaborative stimulation, revealed how diversity of past creative experiences correlates with collaborative stimulation. This finding aligns with previous research. Unfortunately, many current engineering design education programs do not adequately provide opportunities for diverse creative experiences. As this study and other research has found, there is a need to create courses in engineering design programs which encourage participation in diverse creative activities.

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Rennels, Kenneth E. "Future of Engineering Technology Education." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33964.

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Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.

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Cassino, Christopher D., and Herman O. Lagally. "Down the Fire Pole: Fostering Real-Time Creative Problem Solving in Students and Recent Hires." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66360.

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Crisis management and emergent issue resolution are important to maintaining safe and efficient operations in the energy industry. Emergent issues include unanticipated plant complications, new component degradation mechanisms, or events that can affect outage planning and maintenance schedules. This is especially true in the nuclear power industry because of the short schedules for planned outages and maintenance programs. New hires and recent graduates are often unfamiliar with working in a high pressure environment where the consequences of their actions can have safety implications on a large scale. The Steam Generator (SG) Tube Integrity Specialists (TIS) group of Westinghouse Electric Company has developed a number of programs and policies to aid new employees in becoming familiar with emergent issues resolution during planned utility outages and during unplanned events. A summary of best company practices and how they can be applied in undergraduate and graduate education settings is provided. First, the need for more new engineers capable of handling emergent issues is discussed. Then several human performance tools used in the nuclear industry are introduced that can help technical staff perform in demanding situations. Finally, ideas are presented for integrating those tools into a classroom environment so that students can be exposed to error prevention techniques and energy industry concepts before working in the industry.

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Das, Madhurima. "Full Steam Ahead: Hands-on Elementary Education and Persistence During COVID-19." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24290.

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Abstract It is well recognized that the world needs to develop interdisciplinary problem solvers and creative thinkers to address the problems of the future. Training in the fields of Science, Technology, Engineering, Art, and Math (STEAM) is essential for understanding the complexity of the world around us and for identifying and tackling critical technical and social issues. To that end, many programs have been launched all around the world to expose students to STEAM fields and to encourage them to pursue STEAM careers. Hands-on, project-based learning has been shown to get more students engaged with STEAM and help them learn key skills for the future. However, most STEAM education programs target students in upper-middle or high school. If students are nurtured at earlier ages to love thinking critically, solving problems, and building, they are more likely to pursue STEAM fields. This paper describes the implementation of project-based STEAM curriculum with elementary school students from ages 6–13. It includes a detailed discussion of curriculum design, case studies of specific student work, subjective analysis of engagement level with various projects, and discussion of lessons learned. The paper also discusses how the makerspace environment where the students execute their projects has been set up to be accessible for students in this age range. Additionally, the paper describes how a hands-on STEAM curriculum that traditionally relies on in-person feedback, materials, and access to peers as teammates can be maintained while having students learning remotely. Educational techniques for hands-on learning while physical distancing due to the COVID-19 pandemic are discussed.

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Babadagli, Tayfun. "Reassessment of Petroleum Engineering Education: Is It the End of an Era or a New Start?" In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205964-ms.

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Abstract Since emerging more than a century ago, petroleum engineering (PE) education has increasingly kept its popularity despite significant downturns in the industry. During these downturn periods, observed at least four times since the 1973 oil crisis, structural changes in university programs have been considered. On the other hand, during the "heyday" periods, institutions have had to tackle enormous demand from industry, severely increased enrollments, and reestablish resources to provide a proper service. In light of these observations and while experiencing the fifth downturn period over the last five decades, it is time again to ask the same question: "Shall we continue with the same PE education model or radically shift to a new model?" In this paper, after reviewing more than fifty articles published over the last 85 years reporting the attempts made towards reshaping PE education, an option of restructuring PE programs is discussed. This option is less oil industry (and oil prices) dependent and more of a "general" engineering education program with an emphasis on the "geoscience" or "subsurface" engineering aspects of the PE discipline. Detailed discussions focus on curriculum updates to address the industry practice of "subsurface" related engineering applications. Viability of this option was discussed from industry, academia, and students’ perspective. This restructuring option requires substantial changes to curricula, skill development, and teaching and learning styles. Fundamentals are essential to include in PE education similar to other general (or major) engineering disciplines such as mechanical, civil, chemical, and electrical engineering. The essential elements of engineering skills such as creative design, decision making, problem description and solving, management under high degree of uncertainty, and data collection and processing for optimization are to be included in the new model. Finally, the model proposed is critically discussed and analyzed from different perspectives (industry, academia, and students) considering current and prospected subsurface engineering applications.

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Reports on the topic "Creative programs in Christian education"

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1349.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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