Implementing Creative Thinking in Undergraduate Curriculum

This study investigates the implementation of creative thinking practices in undergraduate curriculum at a research-intensive university in the Southeastern United States. As creative thinking is increasingly recognized as a critical skill for success in the 21^st century workforce, higher education institutions are tasked with integrating creativity into academic programs. Despite this demand, there is a gap in understanding how creative thinking is understood, implemented, and assessed at the undergraduate course level. This research employs an exploratory holistic case study approach to examine faculty perspectives on creative thinking within the context of undergraduate courses. Data collection includes qualitative surveys, course documents, and semi-structured interviews with faculty. The study uses the Creative Problem Solving (CPS) framework as a lens to identify and analyze creative thinking practices, with the AAC&U Creative Thinking VALUE Rubric serving as a tool for evaluation. Preliminary findings suggest that while creative thinking is acknowledged in course design, its incorporation and evaluation remain inconsistent. The study emphasizes the need for higher education institutions to prioritize the implementation of creative thinking in response to global workforce trends, providing a foundation for future pedagogical practices that foster innovation and adaptability among graduates.