A Case Study of Chinese Students' and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

James Badger

Higher Education Studies, 2019, vol. 9, issue 3, 34-44

Abstract: The attention to fostering learners¡¯ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students¡¯ linguistic skills and analytic abilities in preparation for college. Perry¡¯s (1970) conceptual framework was adopted to analyze Chinese students¡¯ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students¡¯ prior educational experiences as well as connect to their future studies. IEP faculty and administrator¡¯s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students¡¯ analytic skills in preparation for college studies.

Keywords: creativity; critical thinking; IEP faculty; Chinese students; college preparation (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:hesjnl:v:9:y:2019:i:3:p:34-44

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