Dr. Ruth B. Noller - (Contributions by Kathleen O'Garro)

     Ruth B. Noller was born on October 6, 1922 in Buffalo, New York. She was a self-taught musician who learned to play the violin at the age of six (Young & Field, 2004). Ruth grew up in Buffalo and received her formal education there. She also married and raised her children there. Dr. Noller a noted mathematician, computer programmer and professor of creative studies is internationally recognized for her work in creativity which includes the formula for creativity. She received her B.A. in mathematics and a minor in science in 1942 at the University of Buffalo. Ruth also gained her master’s degree and Doctoral degree (Ed.D) in secondary education and higher learning, respectively, from the University of Buffalo. Dr. Noller is also widely regarded for combining her love of math and creativity in the development of the Formula for Creativity C = fa(K,I,E). Her Formula for creativity purported that - creativity is a function of knowledge (semantics), imagination (divergence), and evaluation (convergence). Ruth died in Sarasota, Florida on June 3rd, 2008, she was 85 years old (Puccio, 2009). (Kathleen O’garro, 2019)
Significant:
     Dr. Noller worked with Ken McCluskey at the university of Winnipeg in Canada and integrated her mentorship theories within this program which catered to at-risk and native students. The goal was to create a climate that supported the completion of secondary education, cause a reduction in repeat offences and work more effectively with students with special needs. The lost Prizes program identified dropouts who displayed talent in academic-intellectual, artistic, Interpersonal-social, Vocational-Technical, or other domains (McCluskey et al., 2004). The classes included sessions on conflict resolution, learning styles, non-verbal communication, stages of relationships, career exploration and training in Creative Problem Solving. The second part of the program involved on the job training. An extraordinary effort was made to match the participants interests with their job/workplace. The students were able to gain practical experience in the world of work. The results of the program saw students make great strides. Many were able to reassess their priorities, manage real-life problems, generate new alternatives and then take action.
NOTEABLE TIMELINE
1952-54 Research Associate in Education at SUNYAB Millard Filmore College
1957- Professional Lecturer at SUNYAB Millard Filmore College
1965- Attended first CPSI and offered a position by Sid Parnes. At the end of the conference she is noted as saying “I knew that I had found something that I didn’t know I was looking for.”
1966- Ruth is named Associate Director of CPSI until her retirement from the SUNY System.
1967-69 Research Assistant in Creative Education at SUNYAB Millard Filmore College.
1968- Instructor in creative problem solving at the Chautauqua Institution Summer School Program in Chautauqua, NY.
1968- First Woman guest lecturer for the Installation Management course as the US Army Management School; Paper on CPS.
1969- Member of the Advisory Committee division of Continuing Education
1969- Co-director of the Creative Studies Project
Late 60’s- Co-founded Master’s of Science in Creativity with a minor in Creative Studies
1973- Workshop in Creativity at the College of the Virgin Islands.
1979- CPS Workshop at the University of the West Indies in  St. Augustine, Trinidad.
1980- Acting Director of the International Center for Creative Studies (ICCS); Director of Leadership Development (CSPI)
1981- Retired from SUNY as Professor Emeritus of Creative Studies
1982- Retired as Chairman of the Creative Studies Program
1982- Received Distinguished Service Professor Award
1987- Creative Education Foundation Distinguished Leader Award for Exceptional Service
1992- Honored as one of 5 most outstanding 50th Anniversary graduates of UB class of 1942.
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1993-1996- Lost Prizes program. Dr. Noller worked with Ken McCluskey at the university of Winnipeg in Canada and integrated her mentorship theories within this program which catered to at-risk and native students. The goal was to create a climate that supported the completion of secondary education, cause a reduction in repeat offences and work more effectively with students with special needs. The lost Prizes program identified dropouts who displayed talent in academic-intellectual, artistic, Interpersonal-social, Vocational-Technical, or other domains (McCluskey et al., 2004). The classes included sessions on conflict resolution, learning styles, non-verbal communication, stages of relationships, career exploration and training in Creative Problem Solving. The second part of the program involved on the job training. An extraordinary effort was made to match the participants interests with their job/workplace. The students were able to gain practical experience in the world of work. The results of the program saw students make great strides. Many were able to reassess their priorities, manage real-life problems, generate new alternatives and then take action.
2001- E. Paul Torrance Award National Association of Gifted Children
 
PUBLICATIONS
 
·         Mentoring: An Annotated Bibliography
·         Mentoring: A Voiced Scarf
·         Scratching the Surface of Creative Problem Solving
·         Guide to Creative Action (with Sid Parnes)
·         Creative Action Book (with Sid Parnes)
·         Applied Creativity: The Creative Studies Project (with Sid Parnes)
·         Toward Supersanity: Channeled Freedom (with Sid Parnes)
·         Creative Problem Solving in Mathematics
·         It’s a Gas to be gifted: CPS for the gifted and talented
·         Unlocking hidden potential through mentoring
·         Mentoring for Creative Productivity
 
 
References
 
Frey B. R. & Noller R. B. (1991). Mentoring for creative productivity. Buffalo, NY: Center for Studies in Creativity.
McCluskey K. W., Noller, R. B., Lamoureux K., McCluskey A. L. A. (2004). Unlocking hidden potential through mentoring. Reclaiming Children and Youth 13(2), 85-89.
Noller, R. B. (1978). Creative problem solving in mathematics. Buffalo, NY:  Creative Education Foundation Press.
Noller, R. B. (1977). Scratching the surface of creative problem solving. Buffalo, NY: DOK Publishers.
Noller R. B. & Frey B. R. (1983). Mentoring: an annotated bibliography. Buffalo, NY: Bearly, Limited.
Noller, R. B., Heintz, R. E., & Blaeuer, D. A. (1978). Creative problem solving in mathematics. Buffalo, NY: DOK Publishers.
Noller, R. B. & Noller, D. J. (1982). Mentoring: a voiced scarf—an experience in creative problem solving. Buffalo, NY: Bearly, Limited.
Noller, R. B., Treffinger, D. J. & Houseman, E. D. (1979). It's a gas to be gifted: CPS for the gifted and talented. Buffalo, NY: DOK Publishers.
Parnes, S. J. & Noller, R. B. (1973  ). Toward Supersanity: Channeled freedom. Buffalo, NY: DOK Publishers.
Parnes, S. J. & Noller, R. B., & Biondi, A. M. (1977). Guide to Creative Action. New York, NY: Scribner.
Parnes, S. J. & Noller, R. B., & Biondi, A. M. (1976). Creative Action Book. New York, NY: Scribner.
Parnes, S. J. & Noller, R. B. (1972). Applied Creativity: The creative studies project: part II results of the two-year program. The Journal of Creative Behavior, 6 (3), 164-186.
Parnes, S. J. & Noller, R. B. (1972). Applied Creativity: The creative studies project: part I, The development. The Journal of Creative Behavior, 6 (1), 11-22.

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