WEBVTT 00:00:00.000 --> 00:00:09.000 music 00:00:09.000 --> 00:00:14.000 Hello everybody. Welcome to Western Oregon University Academic Excellence Showcase. 00:00:15.000 --> 00:00:23.000 Thanks for coming out to hear these sessions. Thank you to the Willamette Promise students who were able to come out and be here today. 00:00:24.000 --> 00:00:28.000 We have a variety of different presentations today. 00:00:28.000 --> 00:00:32.000 Ranging from the informational to the scientific. 00:00:32.000 --> 00:00:41.000 We are going to start off with the first one from my research laboratory and presenting on our work is Stephanie Kurz and Courtney Lau Hee. 00:00:41.000 --> 00:00:44.000 Good morning everyone. Thank you all for coming. 00:00:44.000 --> 00:00:48.000 My name is Courtney. My name is Stephanie. 00:00:48.000 --> 00:00:51.000 We are from the creativity research lab at Western Oregon University. 00:00:51.000 --> 00:00:57.000 Today we are going to talk about what we have in store in regards to our creativity behavioral scale. 00:00:57.000 --> 00:00:61.000 I am going to first start off with the problem. 00:01:01.000 --> 00:01:05.000 Though most models of creativity propose a variety of behaviors 00:01:05.000 --> 00:01:10.000 Measurement of creativity has focused primarily on ideation and divergent thinking. 00:01:10.000 --> 00:01:14.000 Instead of the behavior processes of creativity. 00:01:14.000 --> 00:01:17.000 This is primarily because we associate creativity with 00:01:17.000 --> 00:01:21.000 the ability to generate artistic or novel ideas 00:01:21.000 --> 00:01:25.000 but that only focuses on one aspect of the creative process. 00:01:25.000 --> 00:01:29.000 While we were able to identify a couple of creative 00:01:29.000 --> 00:01:36.000 behavior measures such as Millers' Cognitive Processes and Zhang and Bartol's Creative Engagement Scale 00:01:36.000 --> 00:01:41.000 They laps their own assessments of the creative behaviors in ways we were hoping. 00:01:41.000 --> 00:01:44.000 In response to this tunnel vision 00:01:44.000 --> 00:01:48.000 type of creative measurement that creativity research lab at Western Oregon University 00:01:48.000 --> 00:01:55.000 took on a project to develop a reliable and valid self report measure of creative processing behaviors. 00:01:55.000 --> 00:01:62.000 This is our model based on information available we developed this model of creative behaviors or process behaviors. 00:02:02.000 --> 00:02:08.000 We looked at a lot of models from the literature from each of these areas and identified 4 key behaviors. 00:02:08.000 --> 00:02:15.000 Idea evaluation, idea generation, information search and problem finding & formulation. 00:02:16.000 --> 00:02:21.000 Each behavior was further defined using 3 factors that comprised the larger behavior. 00:02:21.000 --> 00:02:29.000 For example idea generation 3 factors are conceptual combination, analogical thinking and insight. 00:02:29.000 --> 00:02:32.000 We then processed to conduct 3 subsequent studies 00:02:32.000 --> 00:02:36.000 aimed at developing this measure for creative behavior. 00:02:36.000 --> 00:02:42.000 For study one our goal was to evaluate the questions being used in our creative behavior scale. 00:02:42.000 --> 00:02:48.000 We collected data from a total of 257 undergraduates. The majority white females 00:02:48.000 --> 00:02:54.000 after providing informed consent they took an online survey assessing their creative behavior. 00:02:54.000 --> 00:02:59.000 We then conducted an exploratory factor analysis. Also known as an EFA. 00:03:00.000 --> 00:03:04.000 On our questions to eliminate any that weren't relevant to what we were trying to measure 00:03:04.000 --> 00:03:08.000 and to help us find some underlining factors within our questions. 00:03:08.000 --> 00:03:13.000 The survey consisted of a total of 77 questions that measured our 4 behaviors. 00:03:13.000 --> 00:03:18.000 Participants rated their creative engagement on a 1 to 5 Likert scale. 00:03:19.000 --> 00:03:24.000 This study aloud us to eliminate questions as well as find some underlining factors. 00:03:24.000 --> 00:03:29.000 Contrary to our initial hypothesis of 3 factors for our 4 key behaviors 00:03:29.000 --> 00:03:35.000 The EFA identified 4 factors for problem finding and formulation and Ideation. 00:03:35.000 --> 00:03:39.000 Which was a small issue at the time since we originally hypothesized 3. 00:03:40.000 --> 00:03:44.000 Though for problem finding and formulation the prescreening elimination 7 items from the 00:03:44.000 --> 00:03:49.000 scale and the EFA of 16 remaining items identified 4 factors across 12 items. 00:03:49.000 --> 00:03:53.000 For information gathering the prescreening eliminated 5 items from the 00:03:53.000 --> 00:03:56.000 scale and the EFA of 12 remaining items identified 00:03:58.000 --> 00:03:67.000 For Ideation the prescreening eliminated 3 items from the scale and the EFA of 17 remaining items identify 4 factors across 12 items. 00:04:08.000 --> 00:04:18.000 Finally for evaluation the prescreening eliminated 6 items from the scale and the EFA of the 11 remaining items identy3 factors across 10 items. 00:04:18.000 --> 00:04:21.000 This allowed us to cut down on the amount of questions per survey. 00:04:21.000 --> 00:04:27.000 It also allowed us to eliminate unnecessary questions and as well as uncover some underlining factors. 00:04:28.000 --> 00:04:32.000 Based on the results from study 1 we eliminated 00:04:32.000 --> 00:04:36.000 a good about of question that weren't properly measuring each behavior and we rewrote 00:04:36.000 --> 00:04:39.000 some existing questions and developed a few new ones. 00:04:39.000 --> 00:04:43.000 With our new 44 item survey we conducted study 2. 00:04:43.000 --> 00:04:48.000 We collected data from 259 fully employed college graduates. 00:04:48.000 --> 00:04:49.000 The majority being white females. 00:04:49.000 --> 00:04:56.000 Like study 1 after providing informed consent participants completed the 44 question survey 00:04:56.000 --> 00:04:58.000 that assessed their creative behavior. 00:04:58.000 --> 00:04:64.000 We also conducted a confirmatory factor analysis. Also know as a CFA on 00:05:04.000 --> 00:05:08.000 our questions to make sure they were correctly measuring our 4 key behaviors. 00:05:08.000 --> 00:05:14.000 Like study 1 participants then rated their creative engagement on a 1 to 5 Likert scale. 00:05:14.000 --> 00:05:17.000 Okay so I won't bore you guys with the details here 00:05:17.000 --> 00:05:24.000 but essentially we conducted a test to see if our data fit our model and when we compared the 2 we found that to be the case. 00:05:24.000 --> 00:05:28.000 The tables at the top indicate the various indices of fit. 00:05:28.000 --> 00:05:29.000 What does this mean? 00:05:29.000 --> 00:05:34.000 For us it meant at long last the data was having a good fit with our model. 00:05:34.000 --> 00:05:39.000 Our chrome box alpha values, which test for internal consistence. 00:05:39.000 --> 00:05:44.000 We're showing to have adequate reliability for each of our 12 sub scales 00:05:44.000 --> 00:05:49.000 and our scales also seem to be performing well with our samples which was super exciting. 00:05:49.000 --> 00:05:54.000 Now that our confirmatory study was showing promise it was time to move on to a third trial. 00:05:54.000 --> 00:05:61.000 Since we were able to reliability measure our creative behaviors we needed to do a validation study to test the accuracy of our model. 00:06:01.000 --> 00:06:05.000 In this third trial we had two samples. 00:06:05.000 --> 00:06:10.000 The first consisted of fully employed college graduates who were recruited through Amazon MTurk. 00:06:10.000 --> 00:06:18.000 The second consisted of undergraduates recruited from a midsized regional university through SONA. 00:06:18.000 --> 00:06:23.000 read slide 00:06:23.000 --> 00:06:24.000 read slide 00:06:24.000 --> 00:06:28.000 read slide 00:06:28.000 --> 00:06:34.000 read slide 00:06:34.000 --> 00:06:42.000 We sought to test for convergent validity. To see if our factors related to others using measures of creative potential, process and outcomes. 00:06:42.000 --> 00:06:48.000 We also wanted to test for divergent validity. Which we did against the marlowe-crowne social desirability scale. 00:06:48.000 --> 00:06:52.000 So right now our result are still in the preliminary process and 00:06:52.000 --> 00:06:56.000 we are still looking to get our comparative results for the creative achievement question. 00:06:56.000 --> 00:06:62.000 But as of yet our chrome box alpha values are showing adequate statistical reliability. 00:07:02.000 --> 00:07:04.000 Which is really important for us. 00:07:04.000 --> 00:07:08.000 They are all coming out as expected which is really exciting for us. 00:07:08.000 --> 00:07:15.000 We have also found that neuroticism showed to have a negative correlation with our creative behaviors which was unsurprising. 00:07:15.000 --> 00:07:20.000 All other personality characteristics of the Neo Five Factor Model show 00:07:20.000 --> 00:07:24.000 to have moderate too strong positive correlations with our creative behaviors. 00:07:24.000 --> 00:07:29.000 This would be stuff like openness, agreeableness, extroversion. Things like that. 00:07:29.000 --> 00:07:34.000 Also the Marlowe Crowne Social Desirability Scale showed to have no correlation with our creative behaviors 00:07:34.000 --> 00:07:37.000 which as I mentioned before was exactly what we wanted to see. 00:07:37.000 --> 00:07:45.000 Similar results were found with our undergraduate sample. Interestingly though while still significantly in following the same 00:07:45.000 --> 00:07:50.000 general correlational patterns. Those correlations were lower overall than those found with 00:07:50.000 --> 00:07:55.000 our graduated workers scale. Which was really interesting. 00:07:55.000 --> 00:07:61.000 This could have something to do with the environment, school, based on the way it is set up is not generally conducive to creativity 00:08:01.000 --> 00:08:04.000 but at the moment that is still purely hypothetical. 00:08:04.000 --> 00:08:08.000 Future research will be needed in order to start wedding that stuff out. 00:08:08.000 --> 00:08:12.000 Our next step is to examine this 00:08:12.000 --> 00:08:17.000 and see how or what effect environment has on individual components on creative potential. 00:08:17.000 --> 00:08:21.000 And how these components relate to specific creative behaviors. 00:08:21.000 --> 00:08:26.000 Then to see how creative behaviors relate to perceived verses actual creativity. 00:08:26.000 --> 00:08:28.000 Thank you. 00:08:28.000 --> 00:08:32.000 clapping 00:08:32.000 --> 00:08:34.000 Thank you Stephanie and Courtney. 00:08:34.000 --> 00:08:41.000 Their participation in the creativity research lab and their work on this study is just one good example of 00:08:41.000 --> 00:08:45.000 opportunities available for undergraduates 00:08:45.000 --> 00:08:50.000 At Western Oregon University that might not be available other places. 00:08:50.000 --> 00:08:56.000 So kinda continuing in that theme, our next presenter is Morgan Haskett. 00:08:56.000 --> 00:08:60.000 Who is going to talk about ways to get involved at Western Oregon University. 00:09:00.000 --> 00:09:04.000 Good morning. Thank you for sharing some of your time with me. 00:09:04.000 --> 00:09:08.000 I'm also a part of some stuff but basically I'm trying to present to you some super casual 00:09:08.000 --> 00:09:12.000 presentation about some really cool things I have been involved here in my 00:09:12.000 --> 00:09:16.000 three years at WOU. I hope you will also enjoy them and maybe inspire you a little bit. 00:09:16.000 --> 00:09:20.000 You know when I was coming into college I was super stressed out and I didn't 00:09:20.000 --> 00:09:24.000 really know what I was doing and I didn't know what I wanted to do but I was like 00:09:24.000 --> 00:09:25.000 Okay, I'm going to Western. 00:09:25.000 --> 00:09:30.000 If some of you are thinking about going to college or Western specifically you are probably sharing the same thoughts. 00:09:30.000 --> 00:09:36.000 I remember feeling super confused. Like what am I doing? Where am I going? 00:09:36.000 --> 00:09:41.000 I was also super stressed out. You might even be kinda excited. 00:09:41.000 --> 00:09:46.000 I know I was excited to move out of the house from my small town and go be a big kid I guess. 00:09:46.000 --> 00:09:49.000 You know I was like, I don't know I'm just going to do it. 00:09:49.000 --> 00:09:52.000 I don't know. You might even be feeling a little bit sad and anxious. 00:09:52.000 --> 00:09:56.000 So I just want to confirm and validate those feelings. 00:09:56.000 --> 00:09:60.000 I'm sure that everyone going into college felt the same way. 00:10:00.000 --> 00:10:04.000 What kind of helped me get comfortable in my new setting at my new college 00:10:04.000 --> 00:10:07.000 and kinda feel more at home was getting involved. 00:10:07.000 --> 00:10:10.000 Throughout this time from my first day of freshman year to my senior year 00:10:10.000 --> 00:10:16.000 I just discovered so much about myself and discovered different opportunities and made a lot of new friends. 00:10:16.000 --> 00:10:20.000 That all started with just getting involved. 00:10:20.000 --> 00:10:24.000 Seriously that sounds super clique and I'm sure you heard it a lot in high school but 00:10:24.000 --> 00:10:28.000 I would say that was the number 1 thing that helped me get over that uncomfortability. 00:10:28.000 --> 00:10:31.000 Some things I did here... I was involved in sports. 00:10:31.000 --> 00:10:35.000 Within the psychology major I did some research assisting, some teaching assisting. 00:10:35.000 --> 00:10:40.000 I did some clubs which was really fun. I worked at the writing center and did some peer advising. 00:10:40.000 --> 00:10:43.000 For me money was important. You know you need to go to college right? 00:10:43.000 --> 00:10:48.000 So on campus jobs here at Western are some good opportunities. 00:10:48.000 --> 00:10:52.000 Then I did some tutoring and then you know there is always really good volunteering opportunities to get involved with. 00:10:52.000 --> 00:10:56.000 So to start with I played volleyball here at Western 00:10:56.000 --> 00:10:62.000 and that is my senior year picture. That is also from my senior year with my good friend. 00:11:02.000 --> 00:11:06.000 Then that's my freshman year picture. I understand that 00:11:06.000 --> 00:11:09.000 sports might not be an option for everybody at this level, but 00:11:09.000 --> 00:11:13.000 If it is, it is a super great opportunity and its super fun and 00:11:13.000 --> 00:11:16.000 you get to become super close with your teammates 00:11:16.000 --> 00:11:20.000 and just build really good relationships. But if the D2 level isn't for you 00:11:20.000 --> 00:11:25.000 Intramural is a really good way to still be active, still play sports, still be part of a team. 00:11:25.000 --> 00:11:28.000 Here I played basketball with some of my volleyball team. 00:11:28.000 --> 00:11:32.000 We were really bad. We also played softball and softball is really fun too. 00:11:32.000 --> 00:11:37.000 It's just slow pitch softball. Those are still really ways to get active and get involved and know more people. 00:11:37.000 --> 00:11:40.000 When I was decided my major I remember 00:11:40.000 --> 00:11:44.000 feeling like I had no idea what I wanted to do, where I wanted to go 00:11:44.000 --> 00:11:48.000 There's a lot of options offered her at WOU 00:11:48.000 --> 00:11:50.000 so I was kind of exploring them, you know so many different things. 00:11:50.000 --> 00:11:56.000 When I was thinking about my career I was like, I really have no idea what I want to do with my life, right? 00:11:56.000 --> 00:11:60.000 So am I making the right decision? Am I making the wrong decision? 00:12:00.000 --> 00:12:04.000 However I took a Psych 201 class and out of all of my classes freshman year 00:12:04.000 --> 00:12:08.000 I was like, what interested me? Well psychology did. That was my only 00:12:08.000 --> 00:12:12.000 fun class I would say. So I down to psych major 00:12:12.000 --> 00:12:16.000 and felt like it was super interesting and offered some different 00:12:16.000 --> 00:12:19.000 looks and aspects in life and I really liked that. 00:12:19.000 --> 00:12:24.000 So within the psychology major I found little ways to get involved and little paths I went down. 00:12:24.000 --> 00:12:28.000 The first thing I did and one of my most favorite things I have done here 00:12:28.000 --> 00:12:29.000 was I was a teaching assistant. 00:12:29.000 --> 00:12:36.000 I was a teaching assistant for Cognitive Psychology and also a teaching assistant for a Research Methods class. 00:12:36.000 --> 00:12:40.000 And so within those... you get to know the professor really well. 00:12:40.000 --> 00:12:44.000 I think that is really cool and beneficial here at Western. That you get to have 00:12:44.000 --> 00:12:48.000 PHD professors teach you. At some bigger universities you get 00:12:48.000 --> 00:12:53.000 a lot of TA's teaching you. But here we get to really know our faculty and I think that's super important. 00:12:53.000 --> 00:12:56.000 I facilitated some class materials 00:12:56.000 --> 00:12:61.000 I would hold office hours to work with students one on one and gain better relationships with them. 00:13:01.000 --> 00:13:05.000 I graded, and maybe I'm a nerd, but grading is super fun to me. 00:13:05.000 --> 00:13:08.000 I also learned the material more in depth. 00:13:08.000 --> 00:13:12.000 Which once again might be a little nerdy but cognitive psych is really interesting to me. 00:13:12.000 --> 00:13:18.000 Another thing I did here within the psychology department was that I was a peer advisor. 00:13:18.000 --> 00:13:21.000 So here is our little group of peer advisors and what we did was 00:13:21.000 --> 00:13:25.000 we worked with psychology students one on one and we helped them 00:13:25.000 --> 00:13:28.000 gain a better understanding maybe just into the psych major 00:13:28.000 --> 00:13:33.000 as a general idea or maybe they had specific questions about graduate school 00:13:33.000 --> 00:13:37.000 Literally anything you can think of within the Psych major we were there to assist. 00:13:37.000 --> 00:13:43.000 I think it was very interesting and unique in the way that your working with a peer, your working with a friend, not 00:13:44.000 --> 00:13:48.000 a faculty advisor, which can be a little intimidating sometimes. 00:13:48.000 --> 00:13:52.000 Another thing, which I think is my most favorite thing overall, even though 00:13:52.000 --> 00:13:57.000 I have done that I really like. I was a research assistant. This is Dr. Cloud over here with me in this picture. 00:13:57.000 --> 00:13:61.000 I get to to do things like this where I present at some conferences. 00:14:01.000 --> 00:14:04.000 This was a specific conference I presented some research at. 00:14:04.000 --> 00:14:08.000 I'm presenting some more research with Arianna down here today 00:14:08.000 --> 00:14:13.000 for our research labs. So it really provides you with some better 00:14:13.000 --> 00:14:16.000 professional experience, the more opportunities. 00:14:16.000 --> 00:14:21.000 I know it's super far out there but if you are ever thinking about graduate school that looks really good. 00:14:21.000 --> 00:14:26.000 Like I said... if money is a thing which it probably is. It was for me and everybody I know 00:14:26.000 --> 00:14:31.000 there is some on campus jobs. This is me and my friend. We did paint crew over the summer. 00:14:31.000 --> 00:14:36.000 What we did, for 40 hours a week, painted the dorms. So if you are ever live 00:14:36.000 --> 00:14:40.000 in the dorms I want you to think of me okay. I probably painted those walls. 00:14:40.000 --> 00:14:44.000 I was also a notetaker for the ODS office. Office of Disabilities. 00:14:44.000 --> 00:14:50.000 I basically took the notes in the class I was already in and then uploaded it for students that may get accommodations to the office. 00:14:50.000 --> 00:14:55.000 I was also an exam proctor for the ODS office so I just administered the exams. 00:14:56.000 --> 00:14:60.000 This was my really fun job. For the basketball team I got to be the stats caller. 00:15:00.000 --> 00:15:06.000 So I would call out the stats during the game. That was super fun because you got to sit at the table and be super close. 00:15:06.000 --> 00:15:10.000 And then I also got the opportunity to work at the writing center on campus. 00:15:10.000 --> 00:15:16.000 This was super fun because you get to know the students on a one on one level 00:15:16.000 --> 00:15:22.000 and you basically work with then on literally any assignment you can think of. Whether that be writing or not. 00:15:22.000 --> 00:15:26.000 I actually work with a ton of psychology students. So that is pretty fun. 00:15:26.000 --> 00:15:29.000 You just really get to gain a better understanding of it. 00:15:29.000 --> 00:15:34.000 There we also really focus on writing... the writers self efficacy. 00:15:34.000 --> 00:15:37.000 Which I didn't know what self efficacy meant until last year. 00:15:37.000 --> 00:15:43.000 But self efficacy is basically trying to promote the writers confidence in their writing. 00:15:43.000 --> 00:15:50.000 Maybe they are not more confident after one session but maybe they come back and they are more confident after four sessions with their writing. 00:15:50.000 --> 00:15:56.000 So it is basically just promoting people to be a little more confidence with their writings and just better writers over all. 00:15:56.000 --> 00:15:60.000 That's all I got for you. Thank you a lot for sharing some of your time. 00:16:00.000 --> 00:16:04.000 clapping 00:16:04.000 --> 00:16:08.000 music 00:16:08.000 --> 00:16:11.000 music