Open2012 battling-senior-it is


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Open2012 battling-senior-it is

  1. 1. Battling “Senior-itis”Challenging Students With Ideation Through Implementation Charlie Wood Jim Zboja Claire Cornell The University of Tulsa
  2. 2. 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
  3. 3. 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.
  4. 4. 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.
  5. 5. 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)
  6. 6. 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)
  7. 7. 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.
  8. 8. 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.
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. Corporate Projects Community Projects Campus Projects
  13. 13. Corporate Projects Community Projects Campus Projects
  14. 14. Welcome  |  About Us  |  Products  |  Contact Us  |  Surveys  |  Buy Online  |  Community Welcome | About Us | Products | Contact Us | Surveys | Buy Online | Community
  15. 15. Corporate Projects Community Projects Campus Projects
  16. 16. Oklahoma has the highest rate of female incarceration in the U.S. and 81% of those women have children.
  17. 17. 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.”
  18. 18. 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.”
  19. 19. 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.”
  20. 20. 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.”
  21. 21. 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.
  22. 22. 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.
  23. 23. 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.
  24. 24. The University of Tulsa THANK YOU!