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    Open2012 battling-senior-it is Open2012 battling-senior-it is Presentation Transcript

    • Battling “Senior-itis”Challenging Students With Ideation Through Implementation Charlie Wood Jim Zboja Claire Cornell The University of Tulsa
    • Background• Employers are seeking graduates with more than just “book smarts”• They are looking for graduates with experience and the ability to innovate• Feedback at our university
    • Peter D. Hart Research AssociatesInterviewed 305 employers, 510 recentgraduates and conducted three focus groupswith business executives.• 73% of employers wanted graduates to have the ability to apply knowledge and skills to real- world settings.• 70% wanted graduates to have the ability to be innovative and think creatively.
    • Peter D. Hart Research Associates• Both groups believe that higher education institutions should provide students more experience with real-world applications through hands-on learning.
    • 2010 National Survey of Student Engagement (NSSE)• Surveyed 362,000 students at 564 U.S. baccalaureate-granting colleges and universities about their experience in college.• 50% of graduating seniors reported that they completed some kind of enriching educational experience during their college career. (practicum, internship, field experience, clinical assignment)
    • 2010 National Survey of Student Engagement (NSSE)• 33% of the seniors reported that they had completed a culminating senior experience. (capstone course, senior project or thesis, comprehensive exam)• Graduating seniors reported a score of 1.74 when asked if they had engaged in a community-based project during their 4 years of college. (1=never to rarely; 4=very often)
    • Characteristics of Millennials• optimistic, cooperative, team players, civic- minded, confident. (Howe and Strauss, 2000)• collaborative, altruistic, and they value personal creativity. (Josiam et al., 2009)• utilization of a team-based approach or “collective creativity” taps into millennials’ high esteem for creativity and their collaborative nature.
    • What we did at TU Our goal was to improve student engagement and learning outcomes through collaborative coursework by providing students with training ininnovation and problem-solving and then enabling them to develop creative, real- world solutions that result in societal or civic improvements.
    • StudioBlue• Studio Blue: a one-of-a-kind resource at the Collins College of Business designed to give TU students practice employing the creative process by solving real-world problems.• Studio Blue’s benefits are two-fold: 1. Students learn to harness their innovative abilities 2. Actual problems are solved for companies, non- profits and other organizations
    • Pedagogical Approach• John Dewey’s 3 Principles Experience Inquiry Reflection• Kolb’s Experiential Learning Experiencing Reflecting Generalizing Applying•IDEO’s Human Centered Design Inspiration Ideation Implementation
    • Undergrad Application The 1894 Challenge• Project-based course on innovation (inspiration ideation implementation)• Identify 18 needs in local community, among consumers, and on campus• Develop set of 5-6 feasible solutions to each problem• Implement one per student
    • Corporate Projects Community Projects Campus Projects
    • Corporate Projects Community Projects Campus Projects
    • Welcome  |  About Us  |  Products  |  Contact Us  |  Surveys  |  Buy Online  |  Community Welcome | About Us | Products | Contact Us | Surveys | Buy Online | Community
    • Corporate Projects Community Projects Campus Projects
    • Oklahoma has the highest rate of female incarceration in the U.S. and 81% of those women have children.
    • Qualitative Student Outcomes •“The class taught me that you have to work at being creative and innovative.” •“This class was refreshing because it took the creativitythat I was used to and extended to the business realm…. I never really thought about a business teamhaving to sit around and brainstorm innovative ideasbefore this class. •I got a chance to experience group brainstormingand creativity in a sometimes problematic setting. Noteveryone was always on the same page and noteveryone was open to every idea…we had to overcomethe obstacles of negativity.”
    • Qualitative Student Outcomes• “I now look at every problem that I face as an opportunity for innovation. I used to abhor hearing people complain, but now it’s one of my favorite past times because I learned in this class that where ever there is a complaint there is an opportunity for innovation.”• “The most valuable lesson I learned was that true innovation requires taking risk and action… rather than safely talking about what would be innovative.”
    • Qualitative Student Outcomes• “One of the best classes I have taken; completely different from anything Ive ever seen in a classroom before and a total breath of fresh air. This class imitated the real work environment more than any lecture style course.”• “Traditionally when I found a problem in society I would just complain about it. Now, I take these problems as a challenge to find a better way to accomplish my goals…. By learning how to better identify not only problems, but creative solutions is one of the lessons that I am personally most proud to have been able to take away from this class.”
    • Qualitative Student Outcomes“The course introduced me to something that I hadnot experienced before since probably elementaryschool. Throughout my education …any ideasthat I had would always be shut down to where Idid not want to speak anymore. I felt like themore creative I was the more wrong I was.This course has made me realize that I still havemy creative thinking process, it was just storedaway.”
    • MBA Course• Project for a local nonprofit•Students conducted qualitative research in order todiscover the needs of the target market.• Brainstormed as a group to develop the most effective promotional ideas for a marketing campaign.•Creating a direct mail campaign that was printed andmailed to 200 area businesses.•The result was twice as many interested businesses inhiring the graduates of the non-profit’s job trainingprogram.
    • Quantitative Student Outcomes• Self-report questionnaire on their impressions of how well- equipped they felt they were to help a local small business• Pre- and Post-tests•Seven of the twenty study items displayed significantimprovement from the pre-test to the post-test stage.•The most distinct improvements: “How to understandcustomers and gain insights into their needs” and “Ability todesign solutions that are practical.”• Nearly all items showed incremental, if not statistically significant, improvement.
    • Where do we go from here?• More precise testing of the benefits of the HCD framework • Impact on student learning (e.g., creativity tests) • Impact on innovation quality of new hires (survey hiring managers)• Frequency of internship and job placements as a result of student projects.
    • The University of Tulsa THANK YOU!