Associate professor at UM, science of creativity applied to schools, gifted education, J.J. Abrams and Wes Anderson apologist, and theatre/media/soccer girl dad

Missoula, MT
Joined October 2012
NYC gutted its advanced offerings 20 years ago, and students have been paying a steep price for it ever since. The solution is more advanced services, not fewer!
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A suspiciously favorable administrative decision means we're a real soccer country now.
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Why is it ‘cancelled’ in the U.K. but ‘canceled’ in the U.S.? Because we gave them that L in 1776.
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Independence may be on hold, despite yesterday’s decision. Continental Congress has been meeting to further consider the Declaration of Independence, which they have hastily revised to remove author Thomas Jefferson’s denouncement of the transatlantic slave trade. More changes may be coming and independence may have to wait until August or later.
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Thomas Paine publishes an open letter in the Pennsylvania Evening Post, under the name “Republicus,” which advocates for the name “United States of America” for the new nation now emerging. This is the first time such a term has been used.
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“England historically has struggled here in Massachusetts” — #WorldCup announcer on Fox 👀
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He had me at "de Tocqueville-esque"
The best part of World Cup X is the de Tocqueville-esque posts from foreigners who see 🇺🇸 through appreciative, fun and new eyes Good reminder there’s lots to love about our country.
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Need to give this one a read. From Playtime to Potential: A Meta-Analysis on the Developmental Role ... sciencedirect.com/science/ar…
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Teaching in the age of LLMs: I failed 4 students, for the first time ever. I also gave more A+'s than ever before. In previous years, students realized after the first or second HW that they weren't in Kansas anymore and needed to work hard. No more. Just solve it with LLMs. But then the midterm arrives, and they can answer 0 of 40 questions. Do they reform their ways? Nah, they just decide to "give up" on class, assuming they'll get a B, or a C, or whatever, because they submitted HW and got decent grades on those. And never before have they encountered a professor who will dare fail them. The flip side is that the most "agentic" students now have the world's best tutor at their disposal. They deeply understand the material and aced my (intentionally very difficult) exams. As if we live in "The Diamond Age". Inequality galore. From my vantage point, "the permanent underclass" appears to be about agency, not assets.
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Are human creativity tests actually good predictors of creativity for large language models? These tests are now widely applied to assess how “creative” large language models are, but their validity as measures of *machine* creativity has never actually been established. Our new paper studies this question in detail: 💡We ran a large-scale study correlating LLM performance on human creativity tests with creative writing, divergent thinking, and scientific ideation benchmarks. Main findings: ✍️ The Divergent Association Test (“name 10 words as different from each other as possible”) is the best predictor of creative writing ability. 💭The Conditional Divergent Association Test (“name 10 words as different from each other as possible, while staying relevant to a given cue word”) is the best predictor of divergent thinking 🚫 However, no single test predicts all three aspects (creative writing, divergent thinking, scientific ideation) well 🚫 Moreover, and contrary to popular belief, none of the tests is a reliable predictor of scientific ideation ability! Solution: We introduce the Divergent Remote Association Test, a novel creativity test that assesses both divergent *and* convergent thinking ability at the same time. ✅ The Divergent Remote Association Test is the first test to achieve significance in both evaluation criteria—validity (𝑟 = +0.57, 𝑝 ≈ 0.008) and specificity (𝑟 |𝑔 = +0.50, 𝑝 ≈ 0.02)—for predicting scientific creativity. ———— Thanks to my co-authors @AlexiGlad, @jonahablack, @hengjinlp, as well as other colleagues who provided helpful feedback on the manuscript: @Roger_Beaty, @BabakHemmatian, @lrvarshney. Paper link: arxiv.org/abs/2605.13450
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Year 2 of our 1st grade “walk to read” model. 83% of students were at proficient or above EOY Benchmark- link to blog in 🧵 @D99Cicero @IAReading @sstollar6 @ReadingLeagueIL @karenvaites @HKorbey
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"A teacher shouldn’t have to marry a psychologist in order to learn that Gardner’s theory of multiple intelligences is wrong." stevestewartwilliams.com/p/i…
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Is generative AI really as creative as we’ve been told? This talk takes acritical look at the claims surrounding AI creativity, exploring both theoryand research to argue that AI’s creative abilities may be more limited thanexpected. Despite rapid advancements, Gen AI often falls
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Need to put these on working calendar so I come up as busy on meeting requests.
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Students need more than creativity to act on their ideas. They need creative agency. I had a great conversation with Dr. Maciej Karwowski on confidence, identity, and how AI may support creativity through feedback. 🎧 fuelingcreativitypodcast.com… #Education #Creativity
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A central problem in classroom math instruction is heterogeneity of prior knowledge. Even if every student “did well” in the previous class, they are often missing different pieces of prerequisite knowledge. That makes whole-class readiness much weaker than it appears.
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Does knowing more make you ask better questions? 🧠 In our new paper, we say yes, but traditional tests don't reward it. ​We find that great question-askers actually score WORSE on multiple-choice exams, but excel at open-ended projects! @yoed_kenett nature.com/articles/s41539-0…
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😅
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