Make the Case for aCreative Campus

toolkit.creativecampus.org A program of the Association of Performing Arts PresentersThis resource was developed through the generous support of the Doris Duke Charitable Foundation

The 2004 American Assembly meeting of education leaders probed connections between higher education and the arts and resolved to:

• Encourage research on the impact of arts in education

• Create demonstration projects to integrate the arts on campus

• Educate the higher ed community about the value of the arts as catalyst to build community and advance campus values

Conference papers: http://creativecampus.org/docs/cc_american.pdf

14 Creative Campus ExperimentsWith support of the Doris Duke Charitable Trust, the Association of Performing Arts Presenters(APAP) Launched 14 Creative Campus experiments to make the arts central to academic life:

• Cal State University - Long Beach, Carpenter Performing Arts Center• Cuyahoga Community College• Dartmouth College, Hopkins Center for the Arts• Hostos Community College of the City University of New York, Hostos Center for the Arts

and Culture• Montclair State University, Peak Performances• Ohio State University, Wexner Center for the Arts• Penn State University, Center for the Performing Arts• Stanford University, Stanford Live• University of Iowa, Hancher Auditorium, • University of Kansas, Lied Center• University of Michigan, University Musical Society• University of Nebraska-Lincoln, Lied Center for Performing Arts• University of North Carolina at Chapel Hill, Carolina Performing Arts• Wesleyan University, Center for the Arts

Creative Campus website: http://www.creativecampus.org/about

23 Research Universities Committed to Support Arts Integration Education Projects

• Investing $80,000 to create a national network +

• Leading campus have established taskforces to elevate and integrate the arts and creativity across campus. Examples include:– Harvard– University of Michigan– Texas A&M– University of Alabama

> Creative Campus Caucus final report

> Arts Task Force reports: Harvard, University of Michigan, Texas A&M, University of Alabama

University thought leaders hail the importance of the arts to teaching creativity:

• Creative Campus activities can “re-enchant” the campus”– George Ritzer, Distinguished Professor University of Maryland

• “We want to educate the whole person”– Michael Roth, President, Wesleyan University

• We “bring an awareness to all types of creativity…”– Jedediah Wheeler, ED, Arts & Culture programming Montclair State University

> Excerpt from Ritzer’s Contemporary Sociological Theory and Its Classical Roots: The Basics > Wesleyan President, Roth, speaks at Arrival Day 2011, Arrival Day 2012 > Wheeler speaks about goals

Creativity is Currency

• Employers are demanding creativity and• Creative skills are required in all high value

21st Century Jobs• IBM’s 2010 Global study of 1500 CEOs

identified Creativity as the most crucial factor for future success

> IBM study press release

Arts-based inquiry deepens learning and student engagement:• Experience in the arts boosts academic

achievement for 99.9% of students studied • Sandra S. Ruppert of Arts Education

Partnership holds that creativity prepares all students for success in the global economy

> Champions of Change report, James Catterall> Ruppert report “Creativity, Innovation and Arts” Photo: © 2012 Elizabeth Long Lingo

Commonwealth University’s Nancy Lampert’s research shows that:• Arts education enhances students’

disposition to think critically and • Arts students have higher scores in truth

seeking, maturity and open mindedness than non-arts students

> Studies in Art Education (2006): 215-228

Scholars believe the arts foster scientific success:• Purely academic skills are not sufficient to

train a person to do scientific work• Creative work requires the entire range of

abilities (accessed through interdisciplinary learning)

> Journal of Psychology of Science and Technology article

The majority of successful scientists value the arts:

Scholar Robert Root–Bernstein reports that most successful scientists –

• Have been artists and • Have understood the value of arts for scientific education, thinking and

creativity• Examples include:

– Desmond Morris, the Oxford zoologist who is also a professional surrealist painter;

– Roger Penrose, the Cambridge physicist whose tessellations have transcended even Escher’s;

– Paleontologist Mary Leakey and Nobel Prize winner, chemist Dorothy Hodgkin, who both began as professional illustrators; and

– Nobel Prize winner, Roger Sperry, who complemented his studies of brain function by creating high-quality ceramics and sculpture.

> Leonardo Thinks online article

To adapt to global change, we must nurture the creative impulse:Fostering –• Cognitive flexibility• Inventiveness• Design thinking, and• Non-routine approaches to messy

problems

> Kuh &Tepper article in The Chronicle of Higher Education

The arts on campus can:

• Drive innovation• Nurture resilience and• Support experimentation

> Heath et al article in Champions of Change Photo: © 2012 Elizabeth Long Lingo

The arts on campus encourage civic dialogue and problem solving: • Bridging town and gown • Uniting and igniting the social landscape –

such as the Syracuse Connective Corridor • Engaging students, faculty and community

around difficult divisive issues, such as – – The Dartmouth Class Divide project and– Cal State’s B-Word project on Censorship

> Syracuse University’s Connective Corridor website> Dartmouth’s Class Divide project video > Cal State Long Beach’s B-Word project website and video

Colleges Can Nurture the Creative Class:The symbiosis between arts and educationon campus is a powerful catalyst fordeveloping “the Creative Class”

Ellen McCulloch-Lovell article in The Chronicle Review, Richard Florida article in Washington Monthly

Teens rank the arts as high as medicine as a future career:

> Report on 2012 survey by Junior Achievement

Teens future career interests (top five)

Medicine 17 percent

The Arts 17 percent

Engineering 14 percent

Science 9 percent

Business 8 percent

Campus Arts Options Attract Outstanding Students:Princeton University’s President’s report states “The arts are also critical to the University’s ability to attract outstanding students. With increasing frequency, the most academically gifted prospective students have deeply felt commitments to some aspect of the arts.”

> Link to the report

Participating Universities tracked student and faculty engagement:

• “This course changed my life” – student, Creative Thinking course, Montclair State University

• An annual Common Moment for incoming Freshman unifies the Wesleyan campus

> Creative Thinking final report 2012 > Feet to the Fire project website

California State University, Long Beach, unified its commuter campus with:

High impact collaborative activities around the censorship theme – engaging every member of the university community multiple times outside of classroom settings

> B-Word website Lessons Learned

Number of times students participated in Cal State’s B-Word Project activities outside the classroom setting:

The Arts on Campus help create Educational Goodwill:Research at Northwestern University identified intangible assets – educational “goodwill” – as paramount to attracting students

> Working paper

Creativity plays a pivotal role in academic success:A model of a holistic approach to engaging students in the performing arts is shown in this diagram–

> 2013 Dartmouth College report by WolfBrown

Creative Campus initiatives offer:

• Creativity centered views• Cross campus platforms for scholarship &

engagement• Integration of performing artists • Opening up of new vistas • Fundamental knowledge advancement

> WolfBrown Creative Campus evaluation report and Tepper/Brown white paper

Creative Campus project highlights:

The B-Word project unified the California State University, Long Beach campus and its community around an important contemporary issue.

> Article about B-Word project sustainability

Wesleyan paired scientists and artists to address climate change:

Pam Tatge, Director of Wesleyan’s Center for the Arts, noted – “We not only taught scientific data, we gave students a heightened and embodied awareness for that science that led to deeper engagement and knowledge.”

> Feet to the Fire websites and video

Montclair State University helped students develop Creative Muscle:

Its interdisciplinary team developed the first campus-wide course on creative thinking

> Montclair summary, final report and video

Begin a Creative Campus project with an audit of campus assets:

“Universities will follow the example of American cities in recognizing the arts as a key asset,” John Vaughn, EVP, American Association of Universities

> Report of Interdisciplinary Task Force, AAU, October 2005

How to Design a Creative Campus?

• Map campus cultural assets • Identify curricular collaborative

opportunities• Create inventive pilot projects• Evaluate and assess impact

> Creative City Network of Canada’s Cultural Mapping Toolkit> Toronto Artscape’s Introduction to Cultural Asset Mapping

Creative Campus: A powerful platform for scholarship & engagement:

“The Creative Campus projects … put history, music and the liberal arts into the conversation where economic and material concerns tend to dominate.”– Holden Thorp, outgoing chancellor at University of North Carolina; incoming Provost at Washington University/St. Louis

> Report of the Art Innovation Steering Committee UNC Board of Trustees> Arts North Carolina messaging research

Creative Campus: A powerful platform for scholarship & engagement:

“The magic of art can carry us to a different place, and we find ourselves at home among strangers…we leave with the sense we have been changed.”– Nancy Cantor, former Chancellor, Syracuse University

> Nancy Cantor keynote address 2009

Make the Case for a Creative Campus

• > Creative Campus Toolkit