Save the date! UK Creativity Researchers Conference 2020 #creativeHE

We are pleased to announce that our 2020 conference will be on Wednesday 27th May 2020, in London. Our 2020 event is organised as a joint collaboration by our founders Dr Lindsey Carruthers (Edinburgh Napier University), Dr Gillian Hill (University of Buckingham) and Dr Shelly Kemp (University of Liverpool). We are further delighted to advise that Bartle Bogle Hegarty (BBH) have generously agreed to host the event in their central London office.
We are delighted to say that our keynote speaker is Professor Roni Reiter-Palmon. Professor Reiter-Palmon is the Varner Professor of Industrial/Organizational Psychology at the University of Nebraska at Omaha. Her impressive research record includes a focus on creativity and innovation in the workplace, cognitive processes and individual differences that influence creative performance in individuals and groups, and the development of creativity and leadership skills. We are honoured that Professor Reiter-Palmon has agreed to attend our event, and look forward to welcoming her to the UKCR network.
Please look out for further information on our website: and follow us on twitter: @ukcreativity. We will shortly be putting out calls for presenters, posting the timetable for the day, and of course releasing details of how to purchase your ticket.
Best wishes,
Lindsey, Gill and Shelly
Dr Shelly Marie Kemp
Senior Academic Developer
University of Liverpool
126 Mount Pleasant
2nd floor, Office 217
Mount Pleasant
L3 5TQ
Telephone: +44(0)151 79 5 8482
Extension: 58482
Twitter: @LivUniAcademy
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Special Issue: Our Creative Self: Understanding perceptions of creativity in learning and teaching > The call for proposals is now open #creativeHE

Dear all,
We are delighted to announce a new call for papers on a subject very close to our hearts:
Our Creative Self: understanding perceptions of creativity in learning and teaching
The purpose of this special edition of the PRISM journal is to showcase the unique journeys that have led the contributors to embrace and discover their creative identities, in order to improve the lived experience of higher education for both learner and facilitator. Through a series of reflective accounts, original research articles and position papers, presented in a variety of formats, the special edition will challenge the notion that creativity is a niche practice that belongs only to those who define themselves as ‘creative’. Through exploring your perceptions and experiences of creativity, we hope to provide insights into how creative approaches are developed and disrupt barriers to the creative process.
We encourage you to analyse and reflect on your creative practices, to illustrate your unique path to becoming a congruent educator. Your stories and journeys will equip the reader with the necessary tools to develop congruence between their personal and professional selves, in order to foster critical awareness, curiosity and confidence in themselves and their learners.
You can find the full details of the call here:
The editorial team of this Special Issue
(Anna, Emma, Neil and Chrissi)

101 Creative Ideas

In September we launched the 101 Creative Ideas project to curate and share ideas for creativity in learning and teaching in Higher Education. We’ve been really impressed by the contribution that have come in since!

We’ve have ideas for novel approaches to common academic activities, such as academic reading. For example, Sandra Sinfield of London Met University contributed an idea for creating ‘Scrolls’ as a way to tackle course texts with students.

Some ideas have looked at different or additional ways to demonstrate learning. For example, Juliette Wilson-Thomas, Senior Lecturer in the Faculty of Education here at Manchester Metropolitan University, suggested asking peer reviewers to respond to work with colleges or poem instead of the ordinary written text (see Creative Peer Reviewers).

Several of the contributions have been about techniques for encouraging creative thinking in both staff and students. Teryl Cartwright, a writer and education from the USA, contributed one of each: for students, you could try running a session where they can only answer questions with questions; and for staff, try creating analogies from within your discipline to use as teaching aids.

We welcome further contributions to the project! To do this, you just need to fill in this short form:

#101creativeideas is a #greenhouse contribution and part of the year long Creativity in Higher Education Project led by Creative Academic. To find out more, please check out

101 Creative Ideas project

logo_1We are about to bring to life the 101 Creative Ideas project. This is a fantastic opportunity for YOU to share your creative ideas on how to encourage, support and/or assess students’ creativity in higher education. Ideas can be big or small but we are looking for concise descriptions of no more than 50-80 words.

So if you are doing something that is interesting or novel in your practice, please click here and share your idea.

All ideas will be credited and made available through an online OER collection under a  CC BY NC 4.0 licence.

A panel consisting of students and practitioners in higher education will decide on the 101 most interesting ideas which will be turned into a published resource. These will be a valuable resource to refresh teaching and support further creative projects.

You can start submitting your ideas now and they will be collated and reviewed in January. The 101 ideas that are selected will be shared via Twitter 1 idea per day up to the start of the World Creativity and Innovation Week in April 2017.

#101creativeideas is a #greenhouse contribution and part of the year long Creativity in Higher Education Project led by Creative Academic. To find out more, please check out

Thank you in advance for your contributions,
Eleanor Hannan and Chrissi Nerantzi

Audiovisual material in teaching – ESD-

You are warmly invited to attend the next Sustainability in the Curriculum meeting  (Manchester Met in collaboration with UoM)


Wednesday, 22nd June,  2 to 4pm Manchester Metropolitan University, John Dalton Building, Room JD E419



We will be exploring with Dr Vitalia Kinakh (School of Dentistry)  how audiovisual material (video clips, films and images) can be used to present/engage students with sustainability issues. Dr Kinakh will  discuss how she  is using audio visual materials to present sustainability related issues  in dentistry.

You are invited to ‘bring’ to this meeting any audiovisual materials you (staff and students)  use for the purpose of engaging others with sustainability issues. These will form a part of our explorations.


Discussion questions may include the following (alongside any questions/related topics that you would like to discuss in relation to this topic):

  •       Do educators from different faculties/schools make use of audiovisual resources in their teaching to illustrate issues of sustainability?
  •       Does the use of audiovisual resources help students to make emotional connection to sustainability?
  •    Who should be responsible for selecting audiovisual resources for use in lectures/ seminars?


Hope to see you there. All welcome, staff and students

You are warmly invited to attend the next Education for Sustainable Development meeting on 

18th May 2.30 to 4.30pm Simon Building (University of Manchester) Room 5.05

All interested staff & students welcome to attend


The RoundView

The RoundView is an ongoing research project and initiative led by Dr. Joanne Tippett at the University of Manchester. The subject of this work is the knowledge, skills, and behaviours that are needed in order to create sustainable solutions and development, locally and globally. Simple, accessible models of sustainability and of the systemic changes that can lead us in that direction have been developed together with hands-on tools and resources for teaching and training them. This workshop will introduce the RoundView framework and also discuss how it has been used to promote critical thinking and exploration in a range of teaching settings – from post-graduate to primary school settings.

key component of the RoundView framework is a clear and powerful model of how ecosystems and ecological cycles work to provide our ‘Global Life Support System’. This can be viewed as our ‘Big Heritage’ – the heritage of our species, globally, which forms the essential context for our society, culture and economy. This workshop will also discuss current work with the Great Manchester Wetlands Project to trial the RoundView as a means for motivating a wide range of community members and stakeholders to get involved in regenerating the post-industrial landscape between Manchester and Wigan.




Imagineering in higher education begins SUNDAY APRIL 17TH #creativeHE

GooglePlusLogoJoin us at

One of the aims of the annual World Creativity and Innovation Week (April 15-21) is to encourage people to use their imaginations to solve problems that are relevant to their work. To celebrate WCIW and show that higher education is involved in the problem of creating a more creative society, #creativeHE is offering a social learning event in collaboration with ‘Creative Academic’.

Imagineering involves using imagination to create ideas and invent possible ways in which these ideas might be implemented. The context for this imagineering event is the enhancement of students’ and teachers’ creativity and creative development in higher education.

This social learning and sharing experience is open to anyone who would like to use and share their imaginations. While the main focus is on higher education you don’t have to work in higher education to participate. The process is being supported by a team of facilitators – Chrissi, (Founder #creativeHE) Norman, (Fonder Creative Academic), Jenny, Nikos, Rafaela, Roger, Sandra and Sue.

Each day will begin with an image, animation or video clip which will be posted at 7am on the #creativeHE platform, together with an invitation to share your ideas, feelings and experiences in response to this stimulus.

What does being creative mean in your own practice contexts?
Where do good ideas come from?
Thinking like a designer?
Learning from the experience of a creative professional?
Techniques for encouraging creativity in higher education?

CO-CREATING MEANING: Social learning is about creating and co-creating new meaning. On the final day of this event we would like you to create a digital artefact to represent something important that you have learnt through this process. Your creation can take any form and be in any medium for example blog posts, illustration, animation, story, poem, something physical or virtual that you have made or anything else conjured up by your imagination.

Everyone who completes this task is entitled to the #creativeHE imagineering digital badge awarded by Creative Academic.

CURATION: At the end of the process ‘highlights and insights’ from the conversation will be published in a special edition of Creative Academic Magazine (CAM4B).

We hope this event will be of interest and value to you and that you will enjoy the experience.

The #creativeHE team

The #greenhouse is travelling to Crewe for clayful learning! Join us on the 17th of March

11221469485_c2fb47fa2f_mHello everybody,

We hope you are all well. This is an announcement about our next Greenhouse happening, on Thursday the 17th of March, 12-2pm.

Join us on the Crewe campus in Seeley 0.20 for two hours of creative making with Gail Spencer, to explore the use of clay for learning through making, ideas generation and learning or teaching resources creation.

Gail Spencer graduated in Ceramics and taught ceramics for 6 years – Wolverhampton College of Adult Education, Beacon Centre (for the blind and partially sighted, Wolverhampton), New Cross Hospital, Bilston Community College and a centre for adults with physical and additional disabilities. Worked at the Coalport China Museum, Ironbridge and have been a practising Ceramicist for over 20 years. Gail has additional interests in papermaking, felt and batik. (Have delivered ceramic workshops to local schools, Cheshire Wildlife Trust, Potteries Museum and Art Gallery, Warrington Museum and Art Gallery and the Nantwich Food Festival).

Gail works at MMU as a Technical Officer supporting Teacher Trainees – within the field of Art, Design & Technology and Computing and widely supports other areas within Education. She also supports the use of iPads and iPad Minis within the Faculty, as well as working for the Digital Services Team.

Please bring with you an apron and come with an open and creative mind.

We really look forward to seeing you there.

ps. Please note, all #greenhouse happenings counts towards FLEX.


next #greenhouse with Haleh Moravej @halehmoravej 27 April, 12-2pm

imageOur next Greenhouse will take place on the 27th of April, 12-2pm in the Hollings Kitchen CG24. Haleh Moravej will be our creative gardener. We will be cooking, dissecting and doing art and poetry with food! it will be an immersive session with some music too 😉 Join us and find out how you could be using food for learning and teaching!

Haleh Moravej, image source: Haleh Moravej is a Senior Lecturer in Food and Nutrition. MetMunch, the student enterprise MetMunch, which recently won the National and International Green Gown Awards for Student Engagement, is her brain child. 

We really look forward to seeing you there.

Please share this invite with others who might also be interested. Thank you. To find out more about the Greenhouse and how to join, please access

We will start putting the Greenhouse programme for 2015/16 together in the next few weeks. If you would like to share your creative bug with others and connect with other creative colleagues from across the university, get in touch!

Creative Teaching: Poetry for Reflection

Dr Kirsten Jack recently featured in a film for our Good Practice Exchange in which we focused on her creative use of poetry for nurse education. As many people find out, creative teaching can be quite a risky business and encouraging students to engage in activities outside of their comfort zones can be challenging. Here, Kirsten has answered four extra questions looking into issues of engagement and class management as well as looking ahead at what lies ahead for poetry in her teaching.

1. Do you have trouble engaging students in the challenging task of writing and reading out a poem?
“I think there can be students who are resistant to the process and some students do need more encouragement. I think a lot of students focus on the end product, which is the poem. And it is hard to get the message across that it isn’t about the end product at all, it is about the stages that they go through to write that end product. We know, and our students have told us that it is the drafting and redrafting of the poem that is the important bit, so it is the thinking and the stepping back and the thinking about it rather than the actual poem. We try to reinforce that and keep telling the students that.
I think another way to encourage students to take part is how we write our own poem and when we read our poem too, so we are exposing something of ourselves as well. I think that is very important to promote the fact that we all feel vulnerable and we all have experiences in practice that may be upsetting, that we feel sad about or, indeed, feel particularly happy about, but it is the sharing and the understanding bit that is important.
The other method I use is to say ‘don’t knock it until you’ve tried it! Have a go, write something and have a go at reading it out and then tell that you don’t like it, but just try and do your best.’ And I think if you set the scene and encourage the students over a period of weeks, they start to feel more comfortable with you and with their colleagues in the classroom, I think that is really helpful.”

2. Student often talk about very sensitive subjects, how do you manage this?
“Our students tell us that sitting and thinking about how they felt about an experience, writing the poem and redrafting and the rethinking and the rewording helps them to think and revisit an incident in a very meaningful way. I think that is particularly important for the incidents where students talk about something, which may involve a death of somebody, and it may involve the death of a patient that they have maybe got quite close to. So, going over the incident and going over the death and how they felt can be a very cathartic experience for them. They are in a group when they read the poems out, they are with their friends, they are with me, so it is safe environment and it is a way of them understanding that what they are feeling is normal and that other people feel the same. Very often, students will get upset when they are reading the poem out or they are talking about what happened, and they will cry and other students will cry. Sometimes I cry too, but I think that is OK because then the students think ‘well, it is not just me! I’m alright. I don’t need to be any tougher. It is alright to feel these things’, so I think it normalises the situation for them.

3. What do you most enjoy about doing poetry for reflection?
I think the best think about this session and this way of teaching is the meaningful discussions that we have after the poems have been read out and the way in which this style of teaching develops confidence. There is nothing like writing a poem and then reading it out to develop a student’s confidence and a lot of them feel very uncomfortable about it, but once they have done it, usually they are very glad they have done it and they feel better about themselves for having done it.

4. Are there any developments on the horizon?
“I think a way of developing this activity, and this has come from the students, a group of students, about five of them , from the last group that we ran the session with, they wanted to have their poems recorded. So we’ve recorded the poems and what we are going to do is put some animation over the top of that, and they are going to own all of that. Hopefully then we are going to use that as a way of spreading the word amongst nursing that writing poems is a really good way to share experiences about our practice.”

The Good Practice Exchange is an online resource created by CELT MMU to celebrate and share good practice in learning, teaching and assessment by our colleagues across the university. If you or your colleagues have a teaching initiative or aspect of good practice you think would be valuable to share, contact Eleanor Livermore on Thank you.