Innovation - The creation of something new that adds value.

1. Innovation - The creation of something new that adds value.

2. BA – 276: Business Innovation Process - Goals Students can: Explain the nature and importance of innovation to the business enterprise. Articulate the key differences between creativity, invention, and innovation. Identify their own specific skills to be a contributor, catalyst, and thinker within the business innovation process. Describe the role innovation plays in the U.S. economy and why businesses are counting on business innovation to drive competitive advantage in the 21st century economy. Demonstrate their ability to conceptually take an idea or concept throughout the business innovation process.

3. Innovation Training: Youth Network - Outcomes • Understand and speak the language of innovation. • Adopt an innovative mindset. • Generate more & better quality Ideas. • Research, Apply and Express ideas. Innovative Thinking for High School Students: Community Partners: GRPS, GVSU, City of Grand Rapids/Our Communities Children, Spectrum Health

4. Customized Training for Industry • Understand and speak the language of innovation. • Adopt an innovative mindset. • Generate more & better quality Ideas. • Research, Apply and Express ideas.

6. What is it? • A project-based learning experience that connects students, community citizens, faculty, and business professionals to create vision and potential solutions to important issues in our region. • A facilitated process that combines elements of futures research, design-thinking and innovation. • Directly aligned to Mission, Vision, Values, Ends. Integrates key values of sustainability, innovation, diversity and contributes to the needs in our community.

7. Primary Research Plan Research Analysis Brainstorming Field Research Interview Notes Solution Statements Insights/Needs End user Profiles

8. Opportunity Statements

9. Faculty Participant FeedbackRobin Van Rooyen, Visual Arts • #1 Diversity. This process brought together a great number of diverse participants; people of different ages, backgrounds and experiences to collaborate on a project that had a shared value. That collaboration yielded many valuable experiences. • #2 Process and methodology. The way the center worked incorporated all of the learning styles – audio, visual, and hands-on. Research was data driven and incorporated technology as well as old fashioned brainstorming with post-it notes and bulletin boards. A lot of the systems for collecting, organizing and distilling information were new to me. Some assignments took us out into the field to interview business owners who had been identified as stakeholders. The processes themselves were diverse and ultimately interesting in that the “classroom” took many forms and was constantly changing and always interesting. Democratic processes allowed everyone to have a voice and judgment was suspended so that even the shyest of students felt comfortable in contributing. • #3 Facilitators. Facilitators of the sessions were extremely important to the success of the sessions. Bill Fluharty, contracted industry expert, was extremely effective at managing the entire process from start to completion and for eliciting support from “guest speakers” at the appropriate step in the sequence of activities. • #4 Relationships. I believe the Center helped people of like minds and interest meet each other and connections were made between people that will probably continue. Another important value is that the sessions were actually driven by the participants themselves. The facilitator was very necessary and also very skilled but this model was unlike any other experience I have had.

10. Pilot Outcomes: • Students ranked collaboration, ideation and trend analysis as the skills they improved the most through this experience. • The design-thinking process did support high functioning collaboration of diverse teams and effective integration of divergent and convergent thinking. • Teams created seven compelling ideas and descriptive narratives to enable our community see potential and diversity of opportunity in this emerging area. • Next Steps: • Confirming Community Partners as “Conveners” • Designing Interdisciplinary (credentialed) curriculum to support process - • Securing Funding and Team Collaborators (Faculty & Students) Watch the process unfold at www.grcc.edu/urbanfarming

11. Process Workshops via Employee Professional Development • Offered two series (5 Sessions each) - Duplicated Headcount: 40 • New series starts Tues, Sept. 28 – sign up via Employee Professional Development • Workforce Training Programs • Composite Technician Training Program was designed using Innovation Principles – bringing new value to students through: • Experiential process • Small Teams • Project-based learning – creating prototypes

13. Design + Innovation

14. Goals for the Innovation Challenge • Support GRCC’s value of Innovation by creating a safe atmosphere for creativity and risk taking throughout our entire campus community. • Generate and implement unique solutions to real challenges facing GRCC. • Strengthen cross collaboration and teamwork for employees and students.

15. Requested Support of the Innovation Challenge • Promote this opportunity in your classes • Be open to participating on a team • Provide insight into the next Challenge topic

16. What’s Next

17. Ways To Engage • Get involved with an Innovation Challenge team • http://www.grcc.edu/departments/service/innovationchallenge/innovationchallenge.html • Sign up for a professional development workshop – or watch online content at your convenience! • http://www.grcc.edu/currentlearning • www.grcc.edu/innovationvideo • Serve on a Keller Future Center project team • http://www.grcc.edu/futurecenter • Contact Liz McCormick, lmccormi@grcc.edu, Moss Ingram, mingram@grcc.edu, or Felix Pereiro fpereiro@grcc.edu for assistance in creating your own course specific content or help integrating activities/ assignments from Blackboard’s content management system in your courses