Fostering Student Engagement - Creative Problem-Solving in Small Group Facilitations

Oct 15, 2026

Uploaded by awa

Fostering Student Engagement examines creative problem-solving (CPS) as a teaching methodology to motivate students and strengthen active learning in a challenging social policy course. It connects CPS to student engagement and motivation through active learning strategies, emphasizing dialogue, inquiry, and peer learning. The study also defines CPS as a structured, reality-based process without predetermined answers, and frames engagement as sustained student effort involving studying, feedback, analysis, and problem solving. Key factors include relevance, confidence, interaction, cooperation, timely feedback, and meaningful academic activities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Creative Problem-Solving

Student Engagement in Learning

Fostering Student Engagement: Creative Problem-Solving in Small 2015 CELT Vol. VIII [celt. uwindsor.ca](celt. uwindsor.ca) [www.stlhe.ca](www.stlhe.ca) Group Facilitations Patricia L. Samson University of Windsor Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports adialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning. Introduction Creative Problem-Solving teaching method that can (CPS) is a powerful support a pedagogical shift in the classroom and foster both student engagement and motivation to learn. Caswell (2006) describes it as an approach to finding workable answers to problems that exist in real life. Treffinger, Selby and Isaken (2008) define CPS as a ‘wellestablished circular framework involving four central components that include: understanding the challenge, generating ideas, preparing for action and planning the approach’ (p. 392) . Treffinger et al.(2008) view CPS as a systematic process involving linkages among the characteristics of both the individuals involved in the creative problem-solving process as well as the environment in which it occurs. Key influences on this process include a person’s way of processing information, how decisions are made, and the person’s perspective toward change (Treffinger et al., 2008). In CPS, participants work in groups to creatively solve a task or situation that is based in reality, but generally has no known or predetermined solution (Caswell, 2006) . CPS as a teaching method incorporates active learning strategies to engage students in working with complex situations. The overarching question for this study is “how can Creative ProblemSolving as a teaching method be used to motivate students and engage them in a process of active learning within the context of a challenging social policy course?” To answer this question, student engagement and motivation for learning will be examined and then linked to CPS as a teaching strategy by highlighting a specific example in a course through a small-group facilitation assignment. Student Engagement in Learning This concept of student engagement has risen to the forefront in the arena of teaching and learning, where a trend of decreasing levels of satisfaction in education has been identified (Delialioglu, 2011) . Robinson and Hullinger (2008) describe student engagement asan important factor in the quality of education students are receiving. The more students are engaged in the classroom, the more willing they are to actively participate and contribute to an effective learning environment. Additionally, the more students’believe the course work is ‘interesting and important’, the more motivated and engaged they are in the learning process (Pintrich & DeGroot, 1990) . Thus, students’ engagement in learning and their sense of satisfaction in this process can be seen as being reciprocal. Factors identified as ways to promote student satisfaction include the addition of activities that capture students’ attention, are relevant to their goals and needs, and promote confidence that they can be successful in the course (Goldberg & Ingram, 2011) . S

FAQs

What is creative problem-solving (CPS) in this study?

CPS is presented as a transformative teaching methodology that helps students find workable answers to real-life problems. It is described as a systematic, structured process involving understanding the challenge, generating ideas, preparing for action, and planning the approach.

How does CPS support student engagement and motivation?

CPS incorporates active learning strategies that engage students in complex, realistic tasks. The study links engagement to students’ willingness to participate, contribute to effective learning, and perceive course work as interesting and important.

What factors are identified as ways to promote student engagement?

The document highlights practices that add attention-capturing, goal-relevant activities and build confidence in students’ success. It also emphasizes interaction between teachers and students, cooperative work opportunities, timely feedback, and activities targeting higher-order cognitive skills.

Oct 15, 2026

Uploaded by awa