Creativity has been deemed as an essential skill in agricultural communications graduates by both industry and academia, and it has a pivotal role in student success within the classroom and the workforce. In order to foster students' creative thinking skills, faculty must turn away from traditional norms of lecture-based delivery and foster an environment where students are actively creating and engaging in the learning process. The purpose of this study was to provide insight on the nature of

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... creativity as it relates to agricultural communications curriculum-focused on pedagogical strategies and creative assessments. This qualitative case study examined how agricultural communications faculty understood and facilitated creativity within their respective classrooms using in-depth, face-to-face interviews and documents. The findings revealed a lack of a cohesive language as it relates to creativity. Additionally, the results explored different pedagogical practices that facilitate creative thinking, and the various ways faculty perceive creative assessments. Based on participants' responses, a social constructivist alignment in the classroom could prove beneficial in fostering a creative classroom environment. Additionally, the use of scaffolding (changing the level of instructor support) has proven useful in nurturing creative thought and constructing knowledge.