E. PAUL TORRANCE GRADUATE STUDENT RESEARCH AWARD
Award Recipient List
2014: Selcuk Acar
Selcuk Acar, PhD, is Assistant Professor in the International Center for Studies in Creativity, SUNY Buffalo State. He recently received his PhD from the University of Georgia (UGA) in Educational Psychology under the mentorship of Dr. Mark Runco, Torrance Professor at UGA. DR. Acar is well published and on the Editorial Board for the Journal of Genius and Eminence and is recognized for this award for his paper, "Empirical Studies of Literal Divergent Thinking."
2014: Gioia Chilton
Gioia Chilton, PhD, received her doctorate in the Creative Arts Therapies Department at Drexel University. She has her MA in Art Therapy and BA in Psychology/Sculpture. In 2010 she co-founded a business providing trainings and workshops on wellbeing, positive mental health and creativity. Dr. Chilton is recognized for her paper, "An Arts-Based Study of the Dynamics of Expressing Positive Emotions within the Intersubjective Art Making Process."
2014: Kristy Kowalske
Kristy Kowalske, PhD, received her doctorate in Gifted and Creative Education from the University of Georgia and currently serves as an Adjunct Professor at Western Carolina University. Her case study, for which she was nominated for the Torrance Graduate Student Research Award: "Education Impact on Spiritual Growth: A Case Study," constructs an in-depth description of a spiritually gifted individual including the individual's views and the impact of key educational opportunities and teachers who nurtured her spiritual development. Sisk's and Torrance's work on spiritual intelligence was used to structure the selection of participant for the study and the outline of the case.
2014: Patrick Leyden
Patrick Leyden is a Creative Liaison Manager for the exhibits industry. He recently received his MS in Creativity & Innovation through Drexel University’s School of Education and is recognized for his paper, "Job Seeking & the Creative Change Model."
2006: Rebecca Weidensaul Gigli
Dr. Torrance was a core member of Rebecca's doctoral committee and it was his joy to know that the study of creativity would have new application in the realm of athletics. Early in his career he studied creative movement in children and Rebecca was able to take the checklist he developed and utilize it in this study of intercollegiate athletes. Rebecca was the final graduate student whose doctoral committee Paul Torrance joined, and in Rebecca's words, she spent "precious time with Dr. Torrance during her trip to Georgia." Dr. Gigli completed her degree around the time of Paul's passing.
2005: Patrick Auth
Patrick C. Auth, Director of the Physicians Assistant (PA) Program at Drexel College of Nursing and Health Professions, has been awarded the 2005 E. Paul Torrance Graduate Student Research Award. Patrick’s research on the effectiveness of applied creativity in improving the accuracy of clinical diagnoses has been adopted by the Drexel PA curriculum and is being reviewed by national PA training programs.
2005: Dawn Horton
This research is intended to extend Vygotsky's theories of the sociocultural development of higher mental processes to adult experts. The research will focus on adult experts and the dynamic reiterative influences of individual experts and the cultural intellectual legacy, looking to see how experts create and change knowledge within a particular domain, and to see how these experts are influenced by those changes.
2005: Kyung Hee Kim
This study explored the four Principles of Confucianism and how they compare to creativity research to discover how East Asian culture influences creativity. In order to investigate the relationship between adherence to Confucianism and creativity, 184 Korean educators’ scores on a measure of Confucianism (Eastern-Western Perspective Scale: EWPS) were compared with their scores on a measure of creativity (Torrance Tests of Creative Thinking: TTCT - Figural).
2004: Denise Tabasco
Denise Tabasco is the first to investigate the relationship between Teacher Immediacy (degree of perceived physical and/or psychological closeness between people) and Teacher Creativity as assessed by the Torrance Tests of Creative Thinking, and its impact on high school students' mathematics and/or science achievement. Prior research at the college level has shown that teacher immediacy results in positive student performance. Denise is a high school mathematics teacher in New Jersey and is pursuing a Ph.D. at Drexel University.
2004: Louise Whitelaw
Louise Whitelaw is investigating the impact of teachers using a "heuristic diagnostic pedagogy" as a function of their creativity and knowledge of generic influences on learning on elementary grade students' achievement. Heuristic diagnostic teaching is a creative problem-solving pedagogy that involves knowing learner characteristics, having in-depth content knowledge, and using a variety of methods to bridge the learner and the content. This approach is in contrast to the medical model of diagnose, prescribe, remediate. Louise is a 4th grade teacher in a charter school in Pennsylvania and is pursuing a Ph.D. at Drexel University.