synergy of creativity and critical thinking

The Synergy of Creative and Critical Thinking

More elaboration, excerpted from Preparing Creative and Critical Thinkers by Donald J. Treffinger

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Creativity and critical thinking in engineering design : the role of interdisciplinary augmentation

Generating and transforming representations in design ideation plays a central role in the designer’s process. Several interactions and experiences gained during design might affect students’ critical thinking, its perceived utility, and lead to misconceptions about knowledge conceptualisation. How knowledge transfer interacts with visualisation in engineering design remains unanswered. To address this question, a sample of 170 students from different disciplines at the University of Ljubljana, Ljubljana, Slovenia, where critical thinking is taught in a different way, was collected. Both ways of thinking in engineering design, critical and creative, were analysed. The findings show that synergy of creativity and critical thinking is enhanced in design ideation by connecting interdisciplinary augmentation with teacher education. Pedagogical content knowledge of pre-service technology and engineering teachers was found to be central to critical thinking, while visualisation ability us...

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Professionals in all fields are facing increasingly complex problems, with seamless collaboration required from various disciplines. Graduating University students across disciplines need to acquire thinking and working skills necessary to tackle these wicked challenges, but are at present often left underequipped to do so by their education. We argue that what is often called ‘design thinking’ depicts a set of universal skills and approaches to creative problem solving that are useful in virtually any context, which have been particularly professionalised with the design disciplines. At present, several questions remain about the practical application of mutually supportive development of disciplinary content knowledge and these skills of creative problem solving and collaboration. We aim to contribute to this understanding by presenting a case example of a recent effort of facilitating the education of design thinking skills on multiple levels – Aalto University Design Factory. There is a need of new type of structures and approaches in University education to confront the challenges associated with the development of the essential creative problem solving skills among the students. We describe one such approach, which has proven successful explicating its core principles and rationale for these.

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Knowledge from neuroscience, and investigation about creativity, show us that traditional learning models are a block to learning directed future challenges in our ‚knowledge society’. We have to aim for creative thinking and learning, which stimulate the development of a system by change, renovation and restructuring. The constructivist approach offers a good theoretical basis to developing a teaching model in which students could co-determine the learning methods. Constructivist didactics understands learning as a process of self-organization of knowledge. According to Siebert, the educator shouldn’t merely produce the knowledge that ‘goes into the student's head’, but he should facilitate processes of automatic and independent development and acquisition of knowledge, and so create the conditions for self-organization of the learners. Such a reflexive process of learning demands meta-cognitive competences from the students. These have to become conscious managers of their own cognitive abilities and thought processes. This paper is an attempt to contribute to the constructivist didactics in which meta-cognition plays an essential role. It will describe the contents and methods of learning which strive to comprehend the cognitive processes. It also shows a new role for the heuristic techniques and methods in design education. Instead of using the techniques for facilitating the creative process in design projects, in design education they should be applied to learning more about the mechanisms of creative thinking in design generally.

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Creative Thinking vs. Critical Thinking: Unleashing the Power of Both

Annie Walls

Creative thinking and critical thinking are two essential cognitive skills that play a crucial role in problem-solving, decision-making, and innovation. While creative thinking involves generating new ideas, thinking outside the box, and exploring unconventional solutions, critical thinking focuses on analyzing, evaluating, and making logical judgments. Both thinking styles have their unique characteristics and benefits. However, the true power lies in the synergy of creative and critical thinking. By combining these two approaches, individuals can enhance their problem-solving skills, promote innovation, and foster growth. In this article, we will explore the definitions, characteristics, and benefits of both creative and critical thinking, and discuss practical strategies for developing these skills and integrating them in education.

Key Takeaways

• Creative thinking involves generating new ideas and exploring unconventional solutions.
• Critical thinking focuses on analyzing, evaluating, and making logical judgments.
• The synergy of creative and critical thinking enhances problem-solving skills.
• Combining creative and critical thinking promotes innovation and growth.
• Practical strategies can be used to develop and integrate creative and critical thinking skills in education.

Understanding Creative Thinking

Defining Creative Thinking

Creative thinking is the ability to generate new and innovative ideas, solutions, and perspectives. It involves thinking outside the box and challenging traditional ways of thinking. Creativity is a key driver of innovation and can lead to breakthrough ideas that can transform industries and solve complex problems. It is a dynamic and fluid process that requires an open mind and a willingness to explore different possibilities.

In the context of this article, creative thinking refers to the cognitive skills and mindset that enable individuals to come up with original and unconventional ideas. It is about pushing boundaries and embracing uncertainty to find unique solutions to challenges. Creative thinkers are often characterized by their curiosity , imagination , and willingness to take risks .

To better understand the concept of creative thinking, let's take a look at the following table that highlights some key characteristics of creative thinkers:

It is important to note that creative thinking is not limited to artistic or creative fields. It is a valuable skill that can be applied in any profession or industry. By cultivating creative thinking skills, individuals can enhance their problem-solving abilities, generate innovative ideas, and contribute to the growth and success of their organizations.

Characteristics of Creative Thinkers

Creative thinkers possess a unique set of characteristics that set them apart from others. They are known for their ability to think outside the box and come up with innovative solutions to problems. Curiosity is a key trait of creative thinkers, as they are constantly seeking new knowledge and experiences. They are also open-minded and willing to consider different perspectives and ideas. Additionally, creative thinkers are often risk-takers , unafraid to take chances and explore unconventional paths. They are flexible and adaptable, able to adjust their thinking and approach as needed. Finally, creative thinkers are persistent and determined, willing to overcome obstacles and continue pursuing their ideas.

Benefits of Creative Thinking

Creative thinking offers numerous benefits that can enhance various aspects of our lives. It allows us to think outside the box and come up with innovative solutions to problems. Creativity also promotes flexibility and adaptability , enabling us to navigate through challenges and embrace change. Additionally, creative thinking fosters self-expression and individuality , allowing us to express our unique perspectives and ideas. It encourages collaboration and teamwork , as it often involves bouncing ideas off others and building upon each other's creativity. Moreover, creative thinking can lead to personal growth and fulfillment , as it provides a sense of accomplishment and satisfaction when we create something new and meaningful.

Exploring Critical Thinking

Defining Critical Thinking

Critical thinking is the ability to analyze and evaluate information objectively and independently. It involves questioning assumptions, considering multiple perspectives, and making reasoned judgments based on evidence. Critical thinking is a key skill in problem-solving, decision-making, and effective communication. It helps individuals to identify biases, logical fallacies, and faulty reasoning, enabling them to make informed and rational choices. In order to develop critical thinking skills, it is important to practice active listening, ask probing questions, and seek out diverse sources of information. By cultivating critical thinking, individuals can become more discerning and analytical thinkers, capable of navigating complex issues and arriving at well-reasoned conclusions.

Here are some practical strategies for enhancing critical thinking:

• Question assumptions : Challenge preconceived notions and examine underlying assumptions.
• Consider multiple perspectives : Seek out diverse viewpoints and evaluate different arguments.
• Evaluate evidence : Assess the quality and reliability of information and sources.
• Identify biases : Recognize personal biases and strive for objectivity.
• Apply logical reasoning : Use logical and rational thinking to analyze and solve problems.

Remember, critical thinking is not about being critical for the sake of it, but rather about being thoughtful, analytical, and open-minded in our approach to information and ideas.

Characteristics of Critical Thinkers

Critical thinkers possess several key characteristics that set them apart. They are analytical and have a strong ability to evaluate information and arguments. They are also curious and have a desire to seek out new knowledge and perspectives. Critical thinkers are open-minded and willing to consider different viewpoints, even if they conflict with their own. They are skeptical and question assumptions and beliefs, looking for evidence and logical reasoning. Additionally, critical thinkers are reflective and take the time to analyze their own thinking and decision-making processes.

Benefits of Critical Thinking

Critical thinking has numerous benefits that can positively impact various aspects of life. It allows individuals to analyze information objectively and make informed decisions. Problem-solving is one of the key skills developed through critical thinking. By critically evaluating different options and considering various perspectives, individuals can find effective solutions to complex problems. Critical thinking also enhances communication skills , as it encourages individuals to articulate their thoughts and ideas clearly and logically. Additionally, critical thinking promotes creativity by challenging individuals to think outside the box and explore innovative solutions.

The Synergy of Creative and Critical Thinking

Complementary Nature of Creative and Critical Thinking

Creative thinking and critical thinking are not opposing forces, but rather complementary skills that work together to enhance problem-solving and promote innovation and growth. While creative thinking involves generating new ideas, thinking outside the box, and exploring possibilities, critical thinking involves analyzing and evaluating information, reasoning logically, and making informed decisions.

When combined, these two thinking styles create a powerful synergy that allows individuals to approach problems from multiple perspectives and find innovative solutions. By leveraging creative thinking to generate a wide range of ideas and critical thinking to evaluate and refine those ideas, individuals can develop more effective problem-solving skills.

In addition, the complementary nature of creative and critical thinking is essential for promoting innovation and growth. Creative thinking allows individuals to envision new possibilities and challenge the status quo, while critical thinking ensures that these ideas are carefully evaluated and implemented in a practical and effective manner.

To fully unleash the power of both creative and critical thinking, individuals and organizations can implement practical strategies such as brainstorming sessions, mind mapping, and design thinking to enhance creative thinking. Similarly, strategies such as analyzing data, conducting research, and engaging in logical reasoning can enhance critical thinking.

By integrating creative and critical thinking in education, students can develop a well-rounded set of thinking skills that will prepare them for future challenges and opportunities.

Enhancing Problem-Solving Skills

Enhancing problem-solving skills is crucial for individuals and organizations alike. It allows us to tackle complex challenges and find effective solutions. One important strategy for improving problem-solving skills is to analyze the problem thoroughly. By breaking down the problem into smaller components and examining each one, we can gain a deeper understanding of the issue at hand.

Another useful technique is to brainstorm multiple solutions. This involves generating a wide range of ideas without judgment or evaluation. By encouraging creativity and divergent thinking, we can uncover innovative approaches that may not have been initially apparent.

To ensure a structured approach, it can be helpful to use a table to organize and compare different solutions. This allows us to evaluate the pros and cons of each option and make informed decisions.

In addition, it is important to collaborate with others when solving problems. By leveraging the diverse perspectives and expertise of a team, we can generate more comprehensive solutions and avoid potential blind spots.

Remember, problem-solving is an iterative process. It is essential to iterate and refine our solutions based on feedback and new information. This continuous improvement mindset enables us to adapt and find better solutions over time.

As Albert Einstein once said, "We cannot solve our problems with the same thinking we used when we created them." By embracing creative and critical thinking, we can enhance our problem-solving skills and unlock new possibilities for growth and innovation.

Promoting Innovation and Growth

Promoting innovation and growth is a key outcome of combining creative and critical thinking. When these two thinking styles are integrated, individuals and organizations are able to approach challenges and opportunities with a holistic perspective. By leveraging creative thinking, new ideas and possibilities are generated, while critical thinking helps evaluate and refine these ideas to ensure their feasibility and effectiveness.

To promote innovation and growth, it is important to create an environment that encourages both creative and critical thinking. This can be achieved by fostering a culture of open-mindedness, curiosity, and experimentation. Encouraging collaboration and diverse perspectives also plays a crucial role in promoting innovation, as it allows for the exchange of ideas and the identification of new possibilities.

In addition, organizations can implement structured processes and frameworks that facilitate the integration of creative and critical thinking. This includes establishing clear problem-solving methodologies, providing training and resources for developing these thinking skills, and creating opportunities for reflection and continuous improvement.

By promoting the synergy of creative and critical thinking, organizations can unlock their full potential for innovation and growth, leading to competitive advantage and success in today's dynamic and rapidly changing world.

Developing Creative and Critical Thinking Skills

Practical Strategies for Enhancing Creative Thinking

There are several strategies that can help enhance creative thinking. One effective strategy is to embrace curiosity. Curiosity allows individuals to explore new ideas, ask questions, and seek out different perspectives. By being curious, individuals can uncover unique insights and connections that can lead to innovative solutions.

Another strategy is to encourage brainstorming . Brainstorming is a technique that involves generating a large number of ideas without judgment. This allows for the exploration of various possibilities and encourages out-of-the-box thinking.

Additionally, divergent thinking can be a valuable strategy. Divergent thinking involves generating multiple solutions or ideas to a problem. This approach encourages creativity by exploring different options and perspectives.

Lastly, taking breaks can also enhance creative thinking. Stepping away from a problem or task allows the mind to relax and recharge. This can lead to fresh insights and new perspectives when returning to the task at hand.

Practical Strategies for Enhancing Critical Thinking

When it comes to enhancing critical thinking skills, there are several effective strategies that can be implemented. These strategies are designed to help individuals develop their analytical and logical reasoning abilities, enabling them to make well-informed decisions and solve complex problems.

One practical strategy is to engage in active reading and reflection. This involves critically analyzing and evaluating the information presented in texts, articles, or research papers. By asking questions, identifying assumptions, and evaluating evidence, individuals can deepen their understanding and develop a more critical perspective.

Another strategy is to practice active listening and effective communication. By actively listening to others and engaging in meaningful discussions, individuals can challenge their own assumptions and broaden their perspectives. This not only enhances critical thinking but also promotes collaboration and the exchange of diverse ideas.

Additionally, seeking out diverse perspectives and alternative viewpoints is crucial for enhancing critical thinking. By exposing oneself to different opinions and considering multiple perspectives, individuals can develop a more comprehensive understanding of complex issues and avoid biases.

In summary, enhancing critical thinking requires active engagement, reflection, and seeking out diverse perspectives. By implementing these strategies, individuals can strengthen their analytical skills and become more effective problem solvers.

Integrating Creative and Critical Thinking in Education

Integrating creative and critical thinking in education is essential for fostering well-rounded and innovative individuals. By combining these two types of thinking, students are able to develop a holistic approach to problem-solving and decision-making. This integration allows students to think outside the box while also critically evaluating their ideas and solutions.

One practical strategy for integrating creative and critical thinking in education is through project-based learning. This approach encourages students to work on real-world problems and challenges, allowing them to apply both creative and critical thinking skills. By engaging in hands-on projects, students can explore different perspectives, generate innovative ideas, and analyze the effectiveness of their solutions.

Another effective strategy is to incorporate open-ended questions and discussions into the curriculum. This encourages students to think critically about complex issues and encourages them to explore multiple viewpoints. By engaging in thoughtful discussions, students can develop their analytical skills and learn to consider different perspectives and evidence.

Additionally, educators can promote the integration of creative and critical thinking by providing opportunities for reflection and self-assessment. By encouraging students to reflect on their thinking processes and evaluate the effectiveness of their solutions, educators can help students develop metacognitive skills and become more self-aware learners.

In summary, integrating creative and critical thinking in education is crucial for developing well-rounded individuals who can think innovatively and critically. By incorporating strategies such as project-based learning, open-ended discussions, and reflection, educators can empower students to become effective problem solvers and decision makers.

Developing creative and critical thinking skills is essential in today's fast-paced and ever-changing world. Whether you're a student, professional, or entrepreneur, the ability to think creatively and critically can give you a competitive edge and open doors to new opportunities. At Keynote Speaker James Taylor , we specialize in inspiring creative minds and helping individuals and organizations unlock their full potential . With our engaging and thought-provoking presentations, workshops, and coaching sessions, we empower individuals to tap into their creative genius and develop the critical thinking skills needed to thrive in the 21st century. Visit our website today to learn more about how we can help you unleash your creativity and enhance your problem-solving abilities.

In conclusion, both creative thinking and critical thinking are essential skills that complement each other in problem-solving and decision-making. While creative thinking allows us to generate innovative ideas and explore new possibilities, critical thinking helps us evaluate and analyze these ideas to make informed decisions. By harnessing the power of both types of thinking, individuals and organizations can unlock their full potential and achieve greater success. So, whether you are brainstorming new ideas or analyzing data, remember to embrace both creative and critical thinking to unleash your true potential.

Frequently Asked Questions

What is the difference between creative thinking and critical thinking.

Creative thinking involves generating new ideas, while critical thinking involves analyzing and evaluating existing ideas.

Can someone be both a creative thinker and a critical thinker?

Yes, individuals can develop and utilize both creative and critical thinking skills.

How can creative thinking benefit problem-solving?

Creative thinking allows for innovative and out-of-the-box solutions to problems.

What are the characteristics of a creative thinker?

Characteristics of a creative thinker include open-mindedness, curiosity, and willingness to take risks.

How does critical thinking contribute to decision-making?

Critical thinking helps in analyzing and evaluating options to make informed and logical decisions.

Is it possible to enhance creative and critical thinking skills?

Yes, through practice, exposure to diverse perspectives, and adopting creative thinking techniques.

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Transnational Higher Education in the Asian Context pp 97–117 Cite as

Creativity and Criticality: Developing Dialogues of Learning and Thinking through Synergy with China

• Martin Cortazzi &
• Lixian Jin  

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In this chapter we analyse some concepts and practices of creative and critical thinking which have originated from “the West” and China. We share some teaching ideas and materials which have been developed using Western ideas for teacher development and student learning in China. This is complemented with an analysis of features of learning, studying and thinking in the Confucian tradition; we believe the insights from both the materials and the analysis may have value for contemporary learners and teachers, whether they are based in, or from, East Asia or the West. We see these ideas and practices as part of a global conversation based around the synergy of teaching, learning and relationships between teachers and learners, and between institutional partners in transnational dialogues of learning.

• Critical Thinking
• Chinese Student
• Teacher Development
• Confucian Tradition
• Foreign Language Teaching

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Cortazzi, M., Jin, L. (2013). Creativity and Criticality: Developing Dialogues of Learning and Thinking through Synergy with China. In: Coverdale-Jones, T. (eds) Transnational Higher Education in the Asian Context. Palgrave Macmillan, London. https://doi.org/10.1057/9781137034946_7

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The future of creativity: Sawyer releases third edition of book analyzing creative thinking and collaboration

UNC School of Education faculty member Keith Sawyer, Ph.D., co-authored the third edition of “Explaining Creativity: The Science of Human Innovation.” The comprehensive textbook analyzes the full spectrum of creative thinking, exploring the underlying cognitive processes, practical applications, and the social and cultural factors that influence creativity.

Published in January 2024 by Oxford University Press, the book, co-authored with Danah Henriksen, Ph.D., of Arizona State University, examines the latest research on various aspects of creativity and how readers will gain insights into thinking processes, personality traits, cultural influences, mental health considerations, group dynamics, the impact of technology, and the power of self-belief.  

“Explaining Creativity” goes beyo nd theory, showcasing creativity across diverse fields like the arts, science, theater, music, and writing. In his undergraduate “Psychology of Creativity” course at the University of North Carolina at Chapel Hill, Sawyer employs “Explaining Creativity” to offer students a comprehensive understanding of creativity through this multifaceted approach.  

Sawyer’s lifelong fascination with creativity began in high school with his involvement in improvisational jazz piano groups. This passion fueled his research focus on group improvisation, where he studied jazz ensembles and Chicago improv theater companies. His central question: What makes some groups more creatively successful?   

Through qualitative research methods, Sawyer, the Morgan Distinguished Professor in Educational Innovations, analyzes the dynamic interactions within these creative ensembles. His work has revealed the common threads that bind successful creative groups, regardless of their domain.    

Sawyer translates this research into practical applications for the classroom — highlighting that by incorporating guided improvisation, teachers can create a learning environment that caters to the unique needs of each student.  

Below in a Q&A, Sawyer delves deeper into the book’s exploration of creativity through the lens of psychology and how the book integrates a range of research to provide an understanding of human innovation and the secrets behind the transformative works of others.  

What inspired you to write the third edition of “Explaining Creativity: The Science of Human Innovation,” and how has the landscape of creativity research evolved since the second edition in 2012?  

The science of creativity has moved forward quite a bit in the past 12 years. It’s an interdisciplinary field, with scholars from not only psychology but also business, sociology, and even computer science and neuroscience. My co-author and I added three new chapters to review important and growing research areas: creative self-beliefs, creativity and mental health, and technology and creativity.  

How do you see your book contributing to the collaboration between different scientific fields and fostering a more holistic understanding of creativity? Are there specific chapters or concepts that highlight the intersectionality of creativity across various disciplines?  

Researchers are naturally very focused on their own specialized topic, and they sometimes don’t have the time to stay on top of what’s going on in other fields. That’s why a lot of books about creativity are specialized.  

I wanted to write a book that brought all of the different research threads together, because I think it brings a more powerful perspective. That’s why I called it “explaining creativity”! There are five chapters toward the end that bring those perspectives together — chapters about five different creative domains: visual arts, writing, music, theater, and science. When you bring together many different perspectives, you can better understand creativity in each of these areas.

The book covers an array of topics, from cognitive psychology to culture and creativity. How did you approach the challenge of these fields of research into a cohesive narrative, and were there any surprising connections or insights that emerged during this process?  

It’s hard to bring two fields together because you basically have to know twice as much as you do when you specialize in just one. This book will be helpful not only for newcomers to the field, but also for experts who want to learn more about their colleagues in related fields. It’s helpful to think about scientific research in terms of “levels of analysis.” At the highest level of analysis, you have larger groupings of people, like societies and economies. There, explaining creativity requires knowing about things like patent law and entrepreneurship. The next level down is the small group — like a jazz ensemble or a business team. This is my specialty. The smallest level of analysis is the single individual, and psychologists study things like cognitive combinations and networks of neurons.   

What impact do you hope it will have on readers, both within the educational community and beyond? How do you envision your work contributing to the understanding and promotion of creativity in different fields and industries?  

This book is often called “the bible of creativity” because it contains almost every scientific finding, going back to the 1950s. It’s probably also called a “bible” because it’s a very thick book, 579 pages! There are eight appendices and 71 pages of academic references. So it serves as an authoritative and definitive reference for scholars and for undergraduate and graduate students. At $100, it’s not going to be a bestseller. But if you really want to have everything about creativity at your fingertips, this is the book that you need.   

To learn more about the book, visit Oxford University Press or www.explainingcreativity.com     

March 22, 2024

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• Post published: March 26, 2024

WRAC Faculty and Graduate Students Collaborate to Teach Undergraduate Writing Courses

Before enrolling in a writing course at MSU, undergraduates might view writing as a solitary act: performed alone by a creative professional, or as a one-way conversation between an author and invisible readers. But across the Department of Writing, Rhetoric, and Cultures (WRAC), faculty invite their students to challenge these traditional notions. 

In both graduate and undergraduate settings, WRAC courses push beyond one-dimensional conceptions of writing in favor of collaboration and community-building. Whether they’re pursuing a Minor in Writing (MiW), a Professional and Public Writing (P2W) degree, or simply fulfilling a writing requirement, students from all majors have the opportunity to develop their definitions of writing and apply them to their professional aspirations. 

In the spirit of collaboration, Assistant Professors Dr. Margaret Morris and Dr. Bree Straayer teamed up with Ethan Voss and Mary Murdock , both graduate students in the Master of Arts (MA) in Rhetoric and Writing program , to teach two P2W courses this spring semester: 

• Writing in Corporate Contexts (WRA 333), taught by Dr. Morris and Voss
• Writing in the Public Interest (WRA 331), taught by Dr. Straayer and Murdock

These graduate-faculty partnerships enrich the experiences of undergraduates and the learning outcomes of all involved. 

WRA 333: Writing in Corporate Contexts

In WRA 333, Dr. Morris and Voss invite students to read, analyze, and produce the kinds of writing that function as “glue” in corporate communications: from public-facing messages and crisis response to business emails and even group chats. 

Through a series of four projects, students reflect on prior experiences and apply their unique knowledge sets to their future roles, professional contexts, and responsibilities. Together, Dr. Morris and Voss engage students in a mixture of audience analysis, writing production, and presentations, with a continual emphasis on professionalism and corporate leadership.

Dr. Morris frames conversations about corporate work with Dare to Lead , written by researcher, professor, and storyteller Brené Brown . After reading Brown’s book, students are asked to present core concepts from the text and articulate their strengths and opportunities for leadership development. Through this work, “students begin to take on their own markers of leadership, and hopefully begin to understand that leadership – and writing – isn’t about being perfect, but rather vulnerable and self-correcting,” Dr. Morris said. 

These aims are reinforced by the students’ final two projects, which ask them to create plans for success as future leaders and writers in corporate environments. Each student reflects on the course in a letter, in which they articulate their intentions as young writers entering a fast-changing workforce.

A Partnership Built on Past Experiences

Dr. Morris brings real-world corporate experience and over twenty years of teaching experience to her classroom. This is her second time teaching WRA 333 as well as collaborating with Voss; last fall, the duo co-taught WRA 370, an introductory course in grammar and editing.

As an undergraduate at the University of Minnesota, Voss’ two favorite courses were “Technical and Professional Writing” and “Editing, Critique, and Style.” In addition to sharing relevant knowledge from his undergraduate years, Voss offers his perspectives as a young adult and current student to connect with undergraduates in WRA 331, many of whom are seniors. 

“I was in their position not too long ago, so I’m often asking: ‘How can we prepare these students to launch into the next phase of life?’” Voss said. 

As a former writer in a corporate setting, Dr. Morris also understands the particular nature of corporate environments that many of her students will enter after graduating this spring. 

“When students get to the workplace, they’re going to be writing a lot,” Dr. Morris said. “In a corporate setting, you have to be in good relationships with people across the organization, so you can gather the information you need and write it up in a way that meets the needs and expectations of your audience.”

In anticipation of these demands, Dr. Morris and Voss ask their students to write across different modes of writing while attending closely to their audiences, which involves analysis and research to better understand the needs of hypothetical readers. In the classroom, peers function as readers and supporters, so Dr. Morris and Voss strive to foster a communal space where students feel comfortable sharing, brainstorming, and writing together. 

“One of my primary aims as a P2W Professor is to create a small community in every classroom where people really know each other, their strengths and weaknesses, and trust in the process of sharing their writing,” Dr. Morris said. 

Intentional community-building is especially vital in classrooms with varied academic interests. In WRA 333 alone, represented majors include Neuroscience, Textile and Apparel, Japanese, Communications, Political Science and Theory, and Experience Architecture. Students often enroll in P2W courses like WRA 333 to fulfill requirements for the MiW or complete a writing elective, so P2W faculty – and teaching assistants like Voss – work with students from diverse backgrounds.

By getting to know these students “on a more granular level,” Dr. Morris said, she can tailor their activities and teams to align with their educational goals and personal needs. “Every class, we check in and try to be honest with each other. We share a lot of laughter, and then we forge forward.”

Co-Teaching = Co-Learning

Collaborating with Voss – who will complete his MA in Rhetoric and Writing this spring and begin a Ph.D. program next fall – “lets me perceive new ways to come into the classroom and infuse it with life and knowledge,” Dr. Morris reflected. She attributes the success of their collaboration to shared pedagogical values, enthusiasm, and overall “synergy.” 

“Ethan and I have complementary values of building community, listening to students, and centering students in our pedagogy,” Dr. Morris described. She contends that the students in WRA 333 also benefit from their collaboration, as they get to work with both a long-time professor and former corporate professional and a younger educator with newer theory and praxis. 

Both Dr. Morris and Voss bring their enthusiasm for relationship-building via writing, as well as their shared belief in the value of pedagogical partnerships in higher education. “In teaching settings, there’s so much value in observation, but even more in the process of actively engaging your ideas and putting them into practice,” Dr. Morris said. “Most of the time, students are so eager to learn that they’re forgiving about your learning process as a teacher.” It can take years to develop one’s “teacherly identity,” Dr. Morris noted – and she’s still doing it alongside Voss. 

Preparing Students for Future Work – and Future Writing

The impending job search can feel daunting for many students, so Voss and Dr. Morris take measures to ground their class in the present moment with supportive check-ins and a “Dumb Question of the Day” – usually supplied by Voss – that imbue the classroom with honesty and a therapeutic dose of humor. 

These pedagogical moves support the professional and personal success of undergraduates, as well as Voss’ personal journey as a graduate student. After completing his Ph.D., Voss sees himself teaching in a First-Year Writing Program and eventually working as a Director. From there, he plans to eventually transition into other leadership roles, but always circling back to his original love for higher education, classroom community, and the students who define this work.

In this specific course and across his pedagogy, Voss views the classroom as a space to gather and “foster the development of genuinely good people: ones who can leave as leaders and understand the importance of engaging with other people, exactly as they are.” 

“Regardless of whether they go into a corporate setting or somewhere else, we want students to make genuine changes in the spaces they enter,” Voss said. 

Voss and Dr. Morris recently submitted a presentation proposal to talk about their co-teaching experience at the Spring 2024 Teaching and Learning Conference , hosted by the Center for Teaching and Learning Innovation. They look forward to completing the semester together and sharing about their collaboration with a larger community of teachers, researchers, and writers.

WRA 331: Writing in the Public Interest

Across the hall, Murdock and Dr. Straayer teach undergraduates about nonprofit writing in WRA 331. While acknowledging their roles as teachers first, they also wear “the hats of clients, such that students are creating deliverables that would be used in a nonprofit communications strategy or a real community,” Murdock reflected. 

Dr. Straayer offered a similar sentiment. “As a class, we’re really invested in understanding what reading and writing look like in community spaces, and not just in higher education.” 

In keeping with this community-centric vision, Dr. Straayer and Murdock incorporate a mixture of projects and learning modalities into WRA 331. Across assignments, they emphasize hands-on creation and thinking about the complexities of writing for nonprofit organizations, especially compared to corporate settings. 

The course is structured around five assignments, beginning with an introductory project that asks students to analyze and adjust an example of nonprofit communication with significant room for improvement. Students get a chance to play with design in a low-stakes environment, familiarize themselves with writing in the nonprofit sphere, and “make constructive changes and see what challenges arise in the process,” Dr. Straayer described. Students find that while “it’s easy to critique a writing sample, it’s much harder to make it ‘right,’” she said.  

This foundational assignment prepares students for the remaining four projects, which collectively ask them to consider the role of audience, storytelling, and personal values when communicating on behalf of a nonprofit organization. The course simulates the challenges and affordances of writing for nonprofits, whether on a freelance or in-house basis: through case studies, rhetorical analysis of common documents, project management, and ongoing reflection. 

In the students’ third project, which explores the role of storytelling in the nonprofit world, Dr. Straayer asks students to consider the ethics of communicating other people’s stories. “We consider what it looks like to give others agency in the composition practice – because in the nonprofit world, so much of writing is storytelling,” Dr. Straayer said. In this specific project but also throughout the course, Dr. Straayer and Murdock focus on preparing students to enter a nonprofit setting with care and intention. 

“We want to prepare students to listen and understand their own positionality and lens through which they view the world, so when they’re working with communities, they understand how to work with a certain kind of sensitivity and thinking,” Dr. Straayer described. “When we tell stories in nonprofit spaces, we want to honor the people we’re working with and show them in the fullness of who they really are, and ensure that we’re not just shedding one light.”

Replicating Community Work in the Writing Classroom

Prior to teaching in WRAC, Dr. Straayer worked for three years at the Literacy Center of West Michigan and oversaw their program for parents learning English. As a graduate student at MSU, Dr. Straayer worked with English Language Learners at Bethany Christian Services; and during the summers, she taught at Grand Rapids Community College as an English Fast Track Instructor. These highly immersive experiences – centered around one-on-one relationships – continue to inform Dr. Straayer’s teaching philosophy in WRA 331.

Dr. Straayer also has ample experience mentoring younger professionals like Murdock, who originally got involved in WRA 331 to fulfill the internship requirement for her MA concentration in Professional Writing and Technical Communication. On a more personal level, Murdock views this internship as an opportunity to expand the definition of teaching, particularly as it relates to her professional interests in nonprofit work.

“Teaching happens everywhere,” Murdock said. “Even though I’m not currently interested in classroom teaching as a career, I find that teaching happens across professional spaces and roles: in nonprofit leadership, project management, even user experience and design work.”

Murdock incorporates various pedagogical tools and experiences from her work in the Cube – a publishing and user experience research center in WRAC – to give undergraduates in WRA 331 an experience she called “workplace-light.” 

“When you’re presenting something to a client, explaining ‘here’s what we did, and here’s why,’ or running workshops to get feedback on a prototype – these conversations are pedagogical in a lot of ways,” she said. 

Collaboration, Community, and Cross-Cultural Communication

This Spring semester, the majority of students in WRA 331 are non-writing majors, ranging from Studio Art to Political Science. The course bridges a range of learners and experiences, enhancing the relevance of collaboration and cross-cultural understanding in the classroom. 

Outside the classroom, Dr. Straayer and Murdock collaborate regularly to plan for their next class and reflect on the last. “We’re both learning to teach this class for the first time,” Murdock explained. “It’s been really cool to bring my knowledge and experiences to this setting and see students practice project management, especially since undergraduates don’t usually get asked to take on these roles in their classes.”

As she looks forward to graduating in the spring, Murdock is actively applying to communications roles in mission-driven organizations. Reflecting on her development as a writer and professional, she loves helping undergraduates recognize and honor their passions, interests, and abilities. “A lot of this co-teaching experience has involved confidence-building: helping students recognize their own affinities and leverage them for class projects,” Murdock said. 

Dr. Straayer plays a parallel supportive role for Murdock and other young professionals. As a former graduate student, Dr. Straayer was recognized for her mentorship of new teaching assistants ; and now, as a working teacher, she maintains her commitment to advising new educators. “I want to help them develop curriculum, see their strengths as teachers, and ultimately lean into what they’re good at and not try to be something they’re not in the classroom,” she shared. 

Figuring out “your window into pedagogy” takes time, Dr. Straayer said, but these semester-long collaborations give graduate students like Murdock and Voss the time, space, and community to explore their pedagogical values – and, perhaps most challengingly, how to translate them into structured classroom activities. “How do you funnel all of your teaching values into one moment?” Dr. Straayer mused. “It’s a tough question.”

Dr. Straayer makes time at the end of each day to sit with this question, reflect on what went well in the classroom, and consider which areas might call for revision or more structured collaboration with Murdock or other teachers in the department. “It’s so fun and helpful working with Mary, getting to know the students, seeing their energy, and hearing their discussions,” Dr. Straayer said. 

In both WRA 331 and WRA 333, the lines between teacher, learner, and writer are productively blurry – and in these collaborative communities, moments of teaching and learning are always unfolding. 

For more information about the MiW, P2W major, and the graduate program in Rhetoric and Writing, please visit the WRAC website . 

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