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Creativity in education.

• Anne Harris Anne Harris RMIT University
•  and  Leon De Bruin Leon De Bruin RMIT University
• https://doi.org/10.1093/acrefore/9780190264093.013.383
• Published online: 26 April 2018

Creativity is an essential aspect of teaching and learning that is influencing worldwide educational policy and teacher practice, and is shaping the possibilities of 21st-century learners. The way creativity is understood, nurtured, and linked with real-world problems for emerging workforces is significantly changing the ways contemporary scholars and educators are now approaching creativity in schools. Creativity discourses commonly attend to creative ability, influence, and assessment along three broad themes: the physical environment, pedagogical practices and learner traits, and the role of partnerships in and beyond the school. This overview of research on creativity education explores recent scholarship examining environments, practices, and organizational structures that both facilitate and impede creativity. Reviewing global trends pertaining to creativity research in this second decade of the 21st century, this article stresses for practicing and preservice teachers, schools, and policy makers the need to educationally innovate within experiential dimensions, priorities, possibilities, and new kinds of partnerships in creativity education.

• creative ecologies
• creative environments
• creative industries

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Understanding Creativity

• Posted June 25, 2020
• By Emily Boudreau

Understanding the learning that happens with creative work can often be elusive in any K–12 subject. A new study from Harvard Graduate School of Education Associate Professor Karen Brennan , and researchers Paulina Haduong and Emily Veno, compiles case studies, interviews, and assessment artifacts from 80 computer science teachers across the K–12 space. These data shed new light on how teachers tackle this challenge in an emerging subject area.

“A common refrain we were hearing from teachers was, ‘We’re really excited about doing creative work in the classroom but we’re uncertain about how to assess what kids are learning, and that makes it hard for us to do what we want to do,’” Brennan says. “We wanted to learn from teachers who are supporting and assessing creativity in the classroom, and amplify their work, and celebrate it and show what’s possible as a way of helping other teachers.”

Create a culture that values meaningful assessment for learning — not just grades

As many schools and districts decided to suspend letter grades during the pandemic, teachers need to help students find intrinsic motivation. “It’s a great moment to ask, ‘What would assessment look like without a focus on grades and competition?’” says Veno.

Indeed, the practice of fostering a classroom culture that celebrates student voice, creativity, and exploration isn’t limited to computer science. The practice of being a creative agent in the world extends through all subject areas.

The research team suggests the following principles from computer science classrooms may help shape assessment culture across grade levels and subject areas.

Solicit different kinds of feedback

Give students the time and space to receive and incorporate feedback. “One thing that’s been highlighted in assessment work is that it is not about the teacher talking to a student in a vacuum,” says Haduong, noting that hearing from peers and outside audience members can help students find meaning and direction as they move forward with their projects.

• Feedback rubrics help students receive targeted feedback from audience members. Additionally, looking at the rubrics can help the teacher gather data on student work.

Emphasize the process for teachers and students

Finding the appropriate rubric or creating effective project scaffolding is a journey. Indeed, according to Haduong, “we found that many educators had a deep commitment to iteration in their own work.” Successful assessment practices conveyed that spirit to students.

• Keeping design journals can help students see their work as it progresses and provides documentation for teachers on the student’s process.
• Consider the message sent by the form and aesthetics of rubrics. One educator decided to use a handwritten assessment to convey that teachers, too, are working on refining their practice.

Scaffold independence

Students need to be able to take ownership of their learning as virtual learning lessens teacher oversight. Students need to look at their own work critically and know when they’ve done their best. Teachers need to guide students in this process and provide scaffolded opportunities for reflection.

• Have students design their own assessment rubric. Students then develop their own continuum to help independently set expectations for themselves and their work.

Key Takeaways

• Assessment shouldn’t be limited to the grade a student receives at the end of the semester or a final exam. Rather, it should be part of the classroom culture and it should be continuous, with an emphasis on using assessment not for accountability or extrinsic motivation, but to support student learning.
• Teachers can help learners see that learning and teaching are iterative processes by being more transparent about their own efforts to reflect and iterate on their practices.
• Teachers should scaffold opportunities for students to evaluate their own work and develop independence.

Additional Resources

• Creative Computing curriculum and projects
• Karen Brennan on helping kids get “unstuck”
• Usable Knowledge on how assessment can help continue the learning process

Usable Knowledge

Connecting education research to practice — with timely insights for educators, families, and communities

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Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation 

• Published: 11 January 2021
• Volume 69 , pages 2091–2108, ( 2021 )

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Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and research about how creativity relates to technology in teaching and learning—especially in the uncertain space of classroom implementation. This article provides a critical thematic review of international literature on creativity and technology in the context of educational practice. We identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, (3) Discourses that surround creativity, and (4) the Futures or impacts on creativity and education. Each of these clusters is contextualized in regard to emerging technologies and the developing scope of twenty-first century skills in classroom implementation. We offer conclusions and implications for research and practice.

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Creativity and Technology in Education: An International Perspective

In-service teachers’ conception of creativity and its relation with technology: a perspective from thailand.

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Henriksen, D., Creely, E., Henderson, M. et al. Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation . Education Tech Research Dev 69 , 2091–2108 (2021). https://doi.org/10.1007/s11423-020-09912-z

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May. 8, 2024

Grants for undergraduate teaching at rice boost creativity in the classroom.

Rice University students will have hands-on opportunities to learn data collection, molecular visualization, language skills, CPR, digital engineering design, interdisciplinary thinking and more thanks to the George R. Brown Teaching Grants .

The grants enhance undergraduate student learning through teaching innovation. The University Committee on Teaching  awarded grants to 13 faculty members this spring, distributing $60,000 to support undergraduate teaching and learning. Twenty faculty members submitted proposals, a higher number than the historical average of 15 a year prior to an increase in funding, said Laura Kabiri, chair of the University Committee on Teaching.

“We were highly encouraged by the increased number of submissions this year,” Kabiri said. “We are thankful for the generous increase in the budget for this unique funding opportunity, particularly because of the impact on undergraduate education.”

The committee attributes the increase in submissions to a publicized increase in the program’s budget. This year, Rice doubled its annual investment in the George R. Brown Teaching Grants from $35,000 to $60,000. The committee maintains high and consistent standards for awarding the funds, Kabiri said, requiring a clearly presented and feasible plan to enhance an aspect of undergraduate education; a projected impact on a significant number of students; teaching innovation; and a justified and realistic budget.

The grant recipients and projects as described in their lightly edited proposal summaries are:

Sabia Abidi , assistant teaching professor, bioengineering Metacognition skills in bioengineering Metacognition skills have been shown to benefit learning. Metacognitive activities such as reflections and exam error classifications will be used in a sophomore-level bioengineering course to develop more effective learning habits. The impact, real and perceived, of such activities will be assessed.

Nadia Agha , lecturer, kinesiology Exercise testing wet lab Several courses in the kinesiology department aim to include data collection and research activities in their curriculum. Novel research in exercise physiology includes the use of clinical measurements. Students will collect clinical measurements in a new wet lab under development.

Raudel Avila , assistant professor, mechanical engineering IMPROV-ing C^4 the undergraduate curriculum by “Yes, and…” This project uses improvisational theater concepts and training for undergraduate engineers to enhance interdisciplinary thinking skills necessary for collaboration and competition. The creative practices introduce technical engineering concepts in unconventional settings, incentivizing innovation and broadening participation of the engineering workforce in addressing complex “unscripted” challenges.

Lisa Basgall , Rice EMS director and lecturer, kinesiology CPR training feedback mannequins for Rice EMS Rice Emergency Medical Services aims to enhance CPR and airway management training with new training mannequins and automated external defibrillators (AEDs) featuring advanced feedback technology for accurate compressions, replaceable airway filters and realistic anatomical simulation.

Heather Bisesti , lecturer, Oshman Engineering Design Kitchen Prioritizing personal learning in digital design and visualization This project prioritizes in-class, hands-on projects, enhancing students’ engagement and mastery of digital design tools. The approach is designed to foster personalized learning and enable students to produce higher-quality work by providing more one-on-one coaching during class time.

Michael Cone , assistant teaching professor, physics and astronomy Rice Physics Outreach Program (RicePOP) as a course-based undergraduate research experience This project will enhance the “Physics461: Rice POP” independent study course, allowing students more autonomy and agency to complete projects independently and on their own schedule. The course is intended to integrate researchlike projects into the undergraduate curriculum.

Mary Glavan , assistant teaching professor, Activate Engineering Communication Program Appropriate and effective use of generative artificial intelligence: training peer educators This project includes a two-part event beginning with a one-day workshop to train undergraduate peer educators in appropriate and effective uses of generative artificial intelligence (AI) for coding and communication, equipping them to teach fellow students. The second part is a panel discussion with industry experts on AI in professional environments. The panel will be open to the Rice community.

Jeffrey D. Hartgerink , professor, chemistry and bioengineering Hands-on molecular visualization for organic chemistry Visualization and interpretation of 3D objects — molecules — is critical at all levels of organic chemistry. Such skills can be most effectively taught if students can interact with molecules in as many ways as possible. The grant will pay for a 3D printer for hands-on visualization of organic molecules.

Larissa Simoes Novelino , assistant professor, civil and environmental engineering Unfolding structural engineering thinking This project improves the teaching of structural engineering and mechanics by incorporating hands-on learning tools such as 3D-printed models and origami patterns into the curriculum. It focuses on enhancing student engagement and understanding, fostering better comprehension and engineering intuition.

Scott Solomon , associate teaching professor, biosciences Camping gear to make experiential learning in remote locations accessible to all students This project will facilitate experiential learning in remote field locations and make such experiences accessible to all students by buying camping equipment for students in biosciences, anthropology and Earth, environmental and planetary sciences.

Hiromi Takayama , lecturer, Japanese Japanese language small library The Japanese language program has experienced significant growth, highlighting the importance of Japanese learners acquiring literacy skills. This project aims to provide Rice undergraduate Japanese learners with increased access to authentic Japanese resources such as books and audiobooks beyond what is available in the library.

Momona Yamagami , assistant professor, electrical and computer engineering Supporting the hardware needs of a new experiential learning lab course This proposal supports the experiential learning of core engineering concepts in neuroengineering through a new, lab-based course, “Neural Interface Engineering Laboratory.” Specifically, the grant will help pay for the course’s hardware needs to demonstrate its feasibility and impact. The application of engineering concepts to translational and health applications may positively impact the recruitment and retention of minority engineering students.

Denizhan Yavas , assistant teaching professor, mechanical engineering Enhancing MECH202 education: integrating full-field strain measurement for in-class demonstrations By integrating advanced digital image correlation technology in a custom platform, students in core mechanical engineering courses will visualize material deformations under loading and will gain insight without costly software barriers. The experimental infrastructure is also translatable to junior-level courses in the program.

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FACT SHEET: Biden- ⁠ Harris Administration Announces New Actions to Support and Strengthen the Teaching   Profession

Today, ahead of Teacher Appreciation Week, the Biden-Harris Administration is announcing new efforts to strengthen the teaching profession and support schools across the country, including actions to increase teacher recruitment and retention, new data on how fixes to Public Service Loan Forgiveness (PSLF) are benefitting teachers in every state and Congressional district, and new funding to increase pipelines for special education teachers.   Our nation’s teachers prepare and inspire the next generation of leaders who are critical to our future. President Biden has been clear since day one that to address these long-standing staffing challenges facing our schools, exacerbated by the pandemic, teachers, paraprofessionals, and other school staff need to be paid competitively and treated with the respect and dignity that they deserve, including through improved working conditions for staff and learning conditions for students.   Later today, First Lady Jill Biden, a life-long educator, will host the first-ever Teachers of the Year State Dinner at the White House to honor the 2024  National Teacher of the Year , Missy Testerman, and state teachers of the year from across the United States for their excellence in education.     The Biden-Harris Administration has strengthened the teaching profession by:

• Encouraging states to increase teacher pay, with 30 states and the District of Columbia taking action to raise teacher pay. To support COVID-19 recovery, the Administration secured $130 billion for the largest-ever investment in public education in history through the American Rescue Plan provided to more than 15,000 school districts and secured nearly $2 billion in additional Title I funding to date; both funding streams can be used to support teacher salaries in our most underserved schools. These funds can also be used to support high-quality teacher pipeline programs and hire more professionals across the education workforce.
• Fixing the Public Service Loan Forgiveness program, which has helped nearly 876,000 borrowers engaged in public service – such as teachers – have their federal student loans forgiven. Prior to the Biden-Harris Administration, only 7,000 borrowers had received relief under this program.
• Returning schools to pre-pandemic staffing levels. While teacher shortages remain, staffing at schools has recovered above pre-pandemic levels, including 40 percent more social workers and 25 percent more nurses, providing critical supports to students that also helps support teaching and learning.
• Expanding Registered Teacher Apprenticeship programs to 34 states, the District of Columbia, and Puerto Rico, providing an affordable and high-quality path to become a teacher in communities across the country. 
• Securing a total of nearly $2.7 billion of investment in teachers in the Fiscal Year (FY) 2024 budget to help states and communities address teacher shortages, including in areas such as special education, Career and Technical Education, and bilingual education, and in underserved communities, through increased teacher recruitment, support, and retention.

 Additional details on these actions are described further below. Today, the Biden-Harris Administration is announcing new actions to support teachers:

• Establishing a new technical assistance center to help states and communities increase teacher recruitment and retention. This week, the Department of Education will release a Notice of Final Priorities and a Notice Inviting Applications and for the Comprehensive Centers grant program, which will support a Center on Strengthening and Supporting the Educator Workforce. This new Center will provide universal and targeted intensive capacity-building services designed to support States as they in turn support their districts, schools and partners in designing and scaling practices that establish and enhance high-quality, comprehensive, evidence-based, and affordable educator pathways (including educator residency and Grow Your Own programs, and emerging pathways into the profession such as registered apprenticeship programs for teachers), and in improving educator diversity, recruitment, and retention. 
• Providing data from each Congressional district showing the effects of the Biden-Harris Administration’s work to fix the PSLF program. The data released today shows the distribution across the country of $62.8 billion in approved debt relief across 876,000 borrowers in every state and Congressional district. These are individuals who worked for at least 10 years in public service while repaying their loans.
• I ncreasing funding to support a strong pipeline of special education teachers. To date, the Administration has secured a $25 million increase in funding for the Personnel Preparation grant program under Part D of the Individuals with Disabilities Education Act compared to the beginning of the Administration, a 28 percent increase dedicated to growing our nation’s supply of special educators – a persistent shortage area. Funding under this grant can be used to support the preparation and development of special educators, including increasing the supply of special education faculty available to establish or scale up preparation programs for special educators at institutions of higher education. In the coming week, the Department will make about $10 million in new awards to grantees implementing programs under Part D of IDEA to help shore up the supply of special educators nationwide.

These announcements build on actions the Biden-Harris Administration have taken since day one to support our nation’s teachers. To date, the Administration has:

• Supported a strong educator workforce jobs recovery and helped rehire through the American Rescue Plan. As a result of the President’s decisive action to provide our schools with historic funds through the American Rescue Plan, we now have more people working in public schools than before the pandemic. Our schools lost hundreds of thousands of local public education jobs in just three months during the pandemic. Since President Biden took office, schools have added 638,000 education jobs. As of March 2024, there were 23,000 more employees in local public education than in February 2020. But there is still work to do. Teacher shortages remain and vary significantly across communities, disproportionately impacting students of color, students with disabilities, English learners, and students from low-income backgrounds.
• Increased investments by $112 million in preparing, recruiting, developing, and retaining teachers since the beginning of this Administration. As a result of the additional funds the Administration has secured in these programs since the beginning of the Administration and through FY23, an additional $112 million has been invested in supporting educators through Department of Education’s competitive grant programs, in addition to the tens of billions invested in staffing through the American Rescue Plan. For example, the Administration has increased annual funding for the Teacher Quality Partnership Grant program by 34 percent, which supports year-long teacher residency programs that have been shown to increase teacher effectiveness, retention, and diversity.
• Funded educator diversity efforts nationwide. The Administration has prioritized efforts to increase educator diversity across 15 competitive grant programs that support teacher preparation, development, recruitment, and retention. These programs awarded nearly $450 million to 263 grantees, 92 percent of which were to grantees that addressed specific priorities related to educator diversity. For example, this year the Department plans to award $15 million to fund up to 27 new awards to Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and Minority Serving Institutions (MSIs) through the Augustus F. Hawkins program, which works to increase the numbers of diverse personnel in early intervention, special education, and related services.
• Expanded high-quality teacher preparation programs through Registered Teacher Apprenticeships. At the beginning of this Administration, there were no Registered Apprenticeship Programs for teachers. Today, there are registered programs in 34 states, the District of Columbia and Puerto Rico. These programs can serve to provide affordable and high-quality pathways into the profession, allowing apprentices to earn a salary and benefits while they prepare to become a teacher, including by scaling up evidence-based Grow Your Own and Teacher Residency programs, which help to increase teacher retention, effectiveness, and diversity.
• Relieved teacher student loan debt through forgiveness, repayment, and grant programs. The Administration has approved almost $160 billion in student debt forgiveness for nearly 4.6 million borrowers through various actions, including $62.8 billion in forgiveness for almost 876,000 borrowers through fixes to PSLF. The Administration has also secured the largest increase to Pell Grants in a decade and launched the new SAVE plan – the most affordable student loan repayment plan ever. The Administration estimates that a first-year teacher with a bachelor’s degree would save $17,000 in payments on the SAVE plan while seeking PSLF. This Administration also implemented changes to the TEACH Grant program to support teacher recruitment and retention in our most underserved communities. The TEACH Grant provides up to $16,000 to undergraduate and graduate students who commit to teaching in a high-need field and school serving students from low-income backgrounds for four years.
• Secured first-ever funding for the Augustus F. Hawkins Centers of Excellence Grants. The Department held the first-ever competition for the Augustus F. Hawkins Grant program, awarding $23 million to date to teacher preparation programs at HBCUs, TCCUs, and MSIs to increase the number of well-prepared teacher candidates, including teacher candidates of color and bilingual and multilingual educators, in the field. The Department is currently administering an additional competition for the Hawkins grant program with $15 million in funding available, with applications due in June 2024.
• Launched a campaign to elevate the teaching profession and call for increasing teacher pay. The Department launched “Teachers: Leaders Shaping Lives” – a campaign to elevate the teaching profession and promote educator diversity. The new Public Service Announcement was developed in partnership with TEACH.org and the One Million Teachers of Color Campaign at the Hunt Institute. This Administration believes that educators should be treated with dignity and respect and receive the pay they deserve – and has encouraged all states to increase compensation so that teachers are paid a livable and competitive wage. Since the 2021-22 school year, 30 states and the District of Columbia have taken action at the state level to increase teacher pay.
• Provided extensive Technical Assistance and Guidance on how to use federal and other resources to implement evidence-based strategies to support teacher preparation, recruitment, retention, development, and advancement. This includes; (1) establishing the  Strengthening and Diversifying the Educator Workforce Workgroup  which brings together States from across the country to share resources and discuss lessons learned and best practices for supporting teacher development, recruitment, retention and diversity; (2) updating guidance on the use of Perkins V funds to improve the recruitment, preparation, retention, and growth of future educators, including Career and Technical Education teachers; (3) issuing a collection of  seven briefs  outlining the most common challenges related to recruiting and retaining teachers from underrepresented backgrounds or with certain certifications; (4) sharing best practices, key resources, and making data on job recovery, educator preparation, educator diversity, and compensation, and other related issues easier to access and use through the Department’s Raise the Bar: Eliminating Educator Shortages website ; and (5) issuing guidance on how American Rescue Plan funds can be used to stabilize the teacher workforce and support teacher well-being.

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Provost IMPACT Award supports more contextualized, inclusive education in social entrepreneurship

LEXINGTON, Ky. (May 7, 2024) —   The Institutional Multidisciplinary Paradigm to Accelerate Collaboration and Transformation (IMPACT) Awards were launched in 2023 to champion the necessary and groundbreaking work done by  University of Kentucky  faculty and other campus community members.

The inaugural IMPACT Awards total more than $600,000 — with a particular emphasis on proposals that are transdisciplinary, innovative and aligned with some aspect of The UK-PURPOSE, the UK Strategic Plan.

In 2024, IMPACT will continue to fund projects similarly aimed at supporting the university to continue leading in teaching, research, service and care.

This spring, UKNow is highlighting the 2023 IMPACT Award projects and the faculty who are leading them. Today, we learn more about the development of a pilot program titled “Curricular Partnership with HBCUs to Promote a Curriculum of Creative Social Entrepreneurship."

Led by faculty in the UK College of Fine Arts, including Rachel Shane, Ph.D., chair and professor in the UK Department of Arts Administration, and Jaleesa Wells, Ph.D., assistant professor in the department, the project involves developing a certificate series that addresses a global rising call for social entrepreneurship education that is more contextualized, inclusive and sustainable. The project also includes collaboration among UK and HBCUs in Kentucky to enhance curricular offerings for students across the many fields within the creative economy.  

UKNow caught up with the research team to learn more about the project. You can read more in the Q&A session below.

UKNow: How has the IMPACT award inspired innovation at UK with your research? Social entrepreneurship is a rising phenomenon touching many different fields and industries. In the creative economy, arts administration research and teaching are heavily practice-focused and deeply contextualized. However, generalized entrepreneurship education doesn’t consider the unique circumstances of the broader creative ecosystem like creative social entrepreneurship does. The faculty in the new certificate programs in Creative Social Entrepreneurship are practitioners and researchers in specific contexts, including direct research investigating creative social entrepreneurship and intersecting research in the areas of intersectional arts leadership, rural and Appalachian creative economic development, arts entrepreneurship, social action, Black creative traditions, and social innovation. Developing a certificate series has been one of the most impactful ways we are bridging a connection between research and education and contributing to a rising call from entrepreneurship educators worldwide for a shift towards contextualized, culturally inclusive and sustainable entrepreneurship education.

Our innovative approach is also a catalyst to build collaborations between the University of Kentucky and our partners at Historically Black Colleges and Universities (HBCUs) — many of which do not have arts and creativity-grounded entrepreneurship programs, let alone courses — towards the establishment of a cross-institutional social enterprise culture within the wider creative economy and between the creative economy and other emerging economies, like the circular, social and knowledge economies.

UKNow: What positive impact will your research have on Kentucky and beyond? A key focus for our IMPACT award is to work across institutions with HBCUs to develop a symbiotic relationship between our new certificate programs and their current course offerings for students across the many fields within the creative economy. Kentucky has two established HBCUs: Kentucky State University in Frankfort and Simmons College of Kentucky in Louisville. Our goal is to partner with these institutions and other HBCUs to implement and catalyze our curricular partnerships. Within and beyond Kentucky, there continues to be an interest in progressing society and economies toward more sustainable and responsible structures and systems. As such, there is a need for new ways of shaping current and new creative careers and a growing cultural workforce, especially as both the creative and knowledge economies continue to grow rapidly. Kentucky is in a strong position to be a positive leader in this growth, and Dr. Jaleesa Wells’ continued research in creative social entrepreneurship and innovation contributes to the burgeoning opportunities for new creative social venture development and an emerging creative social enterprise leadership culture throughout the Commonwealth. We hope that we will be a beacon and model for similar programs to arise across the country and the world.

UKNow: How did you decide on this particular topic or research area? Creative social entrepreneurship is a new phenomenon that has risen in popularity in the last decade. It’s a very nascent field that is characterized by the contextualization of practitioners across the globe. It merges key aspects of creative entrepreneurship with those from social entrepreneurship and transcends into a distinct area of focus, practice and knowledge. While other countries have more established ecosystems of support for creative social entrepreneurs, the U.S. lags in its understanding of the possibilities and opportunities creative social enterprise will have on our economies. As such, our certificate programs, and the research that grounds them, consider the deep contexts surrounding creative social entrepreneurship emergence from communities and areas that have been historically underexplored in wider understandings of entrepreneurship in the U.S. We are building a curriculum that recognizes the valuable insights and experiences of creative social entrepreneurship in rural areas and from historically underrepresented communities to develop a more inclusive and comprehensive understanding of this emerging field. There are many parallels between Kentucky, and further regions in the U.S, like Appalachia and the Southern United States (where many HBCUs are established), and other areas across the globe, and there is a great opportunity for shifting and emerging entrepreneurship education approaches to support community-driven economic growth through the practice and philosophy of creative social entrepreneurship.

UKNow: What comes next for your research? We launch our certificate programs — an undergraduate and a graduate certificate program — this fall 2024 with the application opening in July 2024. Also, this coming Fall 2024 semester, we are running an introductory course on Creative Social Entrepreneurship (AAD 502) to allow students to experience a shortened version of the certificate before applying for and pursuing the full certificate program. Faculty and staff interested in learning more about the possibilities of this course and certificate programs, can also reach out to Dr. Wells, certificates director, to further inquire. It is our goal for the certificate program to reach many students across UK’s campus and beyond.

Research and teaching are best when they happen side-by-side, so we are working on publications about the program, as well as continuing research in the domain of creative social entrepreneurship and innovation with colleagues, such as the academics teaching within the certificate programs, colleagues across UK’s colleges and our colleagues at HBCUs. Importantly, the IMPACT award has proven to be a catalyst for building a network of educators and researchers invested in the development of creative social entrepreneurship across Kentucky, the U.S. and the globe. As such, we aim to further incorporate the United Nation’s sustainable development goals, such as Quality Education, Economic Growth, Innovation, Reduced Inequalities, and Responsible Production and Consumption, with our new programs and continued research activities.

To learn more about our certificate programs, visit https://mailchi.mp/uky.edu/cse .

As the state’s flagship, land-grant institution, the University of Kentucky exists to advance the Commonwealth. We do that by preparing the next generation of leaders — placing students at the heart of everything we do — and transforming the lives of Kentuckians through education, research and creative work, service and health care. We pride ourselves on being a catalyst for breakthroughs and a force for healing, a place where ingenuity unfolds. It's all made possible by our people — visionaries, disruptors and pioneers — who make up 200 academic programs, a $476.5 million research and development enterprise and a world-class medical center, all on one campus.   

In 2022, UK was ranked by Forbes as one of the “Best Employers for New Grads” and named a “Diversity Champion” by INSIGHT into Diversity, a testament to our commitment to advance Kentucky and create a community of belonging for everyone. While our mission looks different in many ways than it did in 1865, the vision of service to our Commonwealth and the world remains the same. We are the University for Kentucky.   

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May 7, 2024

The Emory Williams Distinguished Undergraduate Teaching Award is presented to faculty members from each of Emory’s four undergraduate schools during Commencement every year.

The award was established by Emory Williams, a 1932 Emory College alumnus and longtime trustee, to recognize a record of excellence in undergraduate teaching. 

Emory College of Arts and Sciences selects three award recipients, drawn from the humanities, sciences and social sciences. Each of the other undergraduate schools — Goizueta Business School, Nell Hodgson Woodruff School of Nursing and Oxford College — selects one award recipient. 

The 2024 honorees are: 

• Richard Berlin , associate professor in the practice of organization and management, Goizueta Business School
• Christopher Eagle , associate teaching professor in the Center for the Study of Human Health, Emory College of Arts and Sciences
• Sarah Fankhauser , associate professor of biology, Oxford College
• Gillian Hue , assistant teaching professor, Neuroscience and Behavioral Biology program and senior faculty fellow, Center for Ethics, Emory College of Arts and Sciences
• Brajesh Samarth , teaching professor, Department of Middle Eastern and South Asian Studies, Emory College of Arts and Sciences
• LisaMarie Wands , associate clinical professor, Nell Hodgson Woodruff School of Nursing
• Awards and Distinctions
• Commencement
• Emory College
• School of Business
• School of Nursing
• Oxford College
• Woodruff Health Sciences Center

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