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The Enrichment Triad Model: Nurturing creative-productivity among college students

Maria Caridad García-Cepero, Pontificia Universidad Javeriana, Bogotá-Colombia

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The Enrichment Triad Model (ETM) - an organizational model developed by Renzulli - is a program for infusing high-end learning strategies into existing programs to promote excellence, enhance self-confidence, and nurture creativity. The enrichment triad model was developed in the early 1970s as an alternative to the available models for gifted and talented development. According to various surveys, it has been, since its first implementation, the most used enrichment model in the United States and Canada in addition to being implemented in many other countries around the world. Renzulli developed it initially as a model for teaching gifted students, but due to its success with this population, it has been transferred to the regular classroom as a model to develop all students’ creative productivity.
The ETM has been implemented primarily in elementary and secondary education. There have been efforts to implement the model in higher education, such as the integration to the honors program at University of Connecticut.
Developing successful educational innovation implies the systematic introduction of changes to current educational practice. The integration of creative productivity and high-end leaning is not an exception. To incorporate high-end experiences into higher education, it is necessary to create organized processes that guarantee the success of the implementation.
The main purpose of this paper is to discuss how the ETM can infuse enriched experiences into learning at the university level. These experiences will contribute to students’ motivation and engagement with their study program. Additionally, they help students focusing on career goals, by equipping students with valuable skills that will help them to become successful in academic, professional and personal environments, and most importantly will create an enriched environment to develop creative productivity.
     This paper will present pedagogical and organizational foundations of ETM and a six-step process to integrate the model into courses at college and graduate level.

Author Bio(s)

Maria Caridad García-Cepero is Assistant Professor in the College of Education at the Pontificia Universidad Javeriana, Bogotá-Colombia.
Currently she is a PhD Candidate in Educational Psychology-Gifted Education and Talented Development and Associate Researcher at the National Research Center on the Gifted and Talented at University of Connecticut.