Abstract

This transcendental phenomenological case study investigates two college professors’ perceptions of, and experiences with, fostering creativity in college students. Data include semi-structured interviews and observations. Through the interviews insights were gained regarding participants’ background information, definitions of creativity, what creativity looks like in coursework and pedagogical strategies used to promote creativity in students. The four-step specific and structured methods analytic approach identified four major themes: 1. Professors’ Perceptions of Creativity; 2. Professors’ Perceptions of Creative Students; 3. Creativity and Classroom Climate; and 4. Creativity and Professors’ Attitude. Each of these findings is presented in detail with quotes from participants as empirical support. In addition, recommendations for future research and implementation are discussed.