This article describes initial success in developing an interdisciplinary studio for teaching collaborative creativity and design, with faculty from multiple departments co-teaching and co-mentoring interdisciplinary student groups engaged in social innovation. The rationale for developing this studio has been to prepare students for the kind of…

This article explores the critical need to articulate computing as a creative discipline and the potential for gender and ethnic diversity that such efforts enable. By embracing a culture shift within the discipline and using games as a medium of discourse, we can engage students and faculty in a broader definition of computing. The transformative…

Imagination is a powerful engine that can drive people to bring their ideas, dreams, and desires to reality. The imagination constructs stories that lead people to create. Combining imagination with engineering knowledge creates inventions which initially might seem fantastic. The authors provide in this article a brief overview of a successful…

The most defining characteristic of MOOCs and other massive courses may be their scale. In their popular description, in the pedagogical and technological approach, in course operation, and in impact, the scale of the course is always foremost in mind. Beyond changes in scale, there are challenges and opportunities to adapt the new techniques in a…

Responds to criticisms of author's work on instructional design and creativity. Clarifies three points from the criticized article: (1) the role of the Dick and Carey model; (2) the role of the client in the design process; and (3) the importance of performance analysis of ill-defined problems. (JMV)

Responds to two arguments made by Walter Dick in the debate over instructional design and creativity: (1) "creativeness" should not dominate effectiveness and efficiency; and (2) systematic instructional design methods do result in "creative instruction" when they are used appropriately. Also lists respondent's assumptions and claims. (JMV)