At a conference on "Education for Creativity in the American College," educators, artists and researchers considered the proposition that: "Little has been done to provide appropriate academic experiences for highly creative students during the post-adolescent years, and many colleges seem to lose more talented and creative students than they educate." Research is made difficult because too often, freshmen who combine high intelligence, interest in intellectual matters and apparent potential for creative work leave campus before follow-up tests and interviews can be held. It was found, however, that students who approach intellectual work in ways characteristic of creative people were less likely than others to graduate, even at MIT and another outstanding institute of science and engineering. Although students who enjoy independent thinking do tend to leave college earlier, it is not known whether this is related to actual creative productivity in academic and scientific fields. Creative people are made, not born, and research shows the lack of a distinct relationship between intelligence and creativity. The home environments of scientists, mathematicians and architects judged creative by associates were found to be similar and could well serve as models for colleges. If creativity embodies independent thinking, self-awareness, openness to experience and breadth of vision, education for creativity should be possible to develop in college. But there is no single program since the development of creativity seems to call for a balance between tensions in the educational environment. (JS)