According to researchers at the University of Oxford, 47 percent of current jobs will become obsolete over the next 10-20 years due to computers and automation, and that many of the remaining jobs will require creativity and social skills. New findings from the brain, behavior, organizational, and social sciences have shown that creativity and innovation can be trained. Discover the research behind the “Science of Innovation,” new strategies to train creativity and innovation, ways to develop innovative mindsets, schools, and leaders, and why promoting imagination and daydreaming can improve student achievement.
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Fahmy and Donna Attallah Professor of Humanistic Psychology; Professor of Education, Psychology, and Neuroscience, who pioneered novel approaches to the study of child and adolescent social-emotional and brain development; Founding Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE), University of Southern California; Author, Emotions, Learning & the Brain (2015); Co-Author, “Diverse Adolescent Transcendent Thinking Predicts Young Adult Psychosocial Outcomes Via Brain Network Development” (2024, Scientific Reports), “The Brain Basis for Social-Emotional Learning Also Supports Academic Learning” (2021, UNESCO), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)
Professor of Psychology, George Mason University; Director, Well-Being Laboratory; Author, The Art of Insubordination (2022) and The Upside of Your Darkside (2017); Co-Author, “Understanding Psychological Flexibility: A Multimethod Exploration of Pursuing Valued Goals Despite the Presence of Distress” (2020, Psychological Assessment) and “Meaning in Life Buffers the Impact of Experiential Avoidance on Anxiety” (2020, Contextual Behavioral Science)
Professor of Psychology, George Mason University; Director, Well-Being Laboratory; Author, The Art of Insubordination (2022) and The Upside of Your Darkside (2017); Co-Author, “Understanding Psychological Flexibility: A Multimethod Exploration of Pursuing Valued Goals Despite the Presence of Distress” (2020, Psychological Assessment) and “Meaning in Life Buffers the Impact of Experiential Avoidance on Anxiety” (2020, Contextual Behavioral Science)
Fahmy and Donna Attallah Professor of Humanistic Psychology; Professor of Education, Psychology, and Neuroscience, who pioneered novel approaches to the study of child and adolescent social-emotional and brain development; Founding Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE), University of Southern California; Author, Emotions, Learning & the Brain (2015); Co-Author, “Diverse Adolescent Transcendent Thinking Predicts Young Adult Psychosocial Outcomes Via Brain Network Development” (2024, Scientific Reports), “The Brain Basis for Social-Emotional Learning Also Supports Academic Learning” (2021, UNESCO), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)
Education Consultant, Houghton-Mifflin Harcourt; Director of School Partnerships, Revolution Prep; Director, K-12 Professional Learning and Curriculum Design, Mindset Works; Author, “Growth Mindsets for Learning: Effective Effort” (2017, Optimizing Learning Outcomes)
Founder, Adaptable Learning; Director, Learning and Innovation; Instructor, UPenn Graduate School of Education; Author, Adaptable: How to Create an Adaptable Curriculum and Flexible Learning Experiences That Work in Any Environment (2021), Learning by Choice (2015), and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017)
Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Artificial Intelligence Playbook (2024), Welcome to Teaching (2024), Belonging in School (2024), The Vocabulary Playbook: Learning Words That Matter (2023), The Restorative Practices Playbook (2022), and The Social Emotional Playbook (2022)
Founder, Adaptable Learning; Director, Learning and Innovation; Instructor, UPenn Graduate School of Education; Author, Adaptable: How to Create an Adaptable Curriculum and Flexible Learning Experiences That Work in Any Environment (2021), Learning by Choice (2015), and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017)