Innovation in Education Grant Program for Faculty: Workshop 1 - Grant Overview

1. The Innovation in Education Grant (IEG) Program for Faculty • Workshop 1: Grant overview • Bonnie Bachman, Economics • Diane Hagni, CERTI

2. Agenda

3. IEG program • IEG takes its inspiration from Wichita State University’s Innovation Faculty Development Grant program (started in 2015). • This proposal was one of the Strategic Doing* goals for Missouri S&T’s Pathways to Innovation team to transform the innovation culture on our campus. • 1st draft was shown to CERTI for feedback and would they administer the program. • Submitted proposal to S&T’s Miner Tank and awarded $25K to start program (Nov 2015). • 3 workshops will assist faculty in their proposal preparation: • Overview Feb 10 (3-4 pm) • Ideas at Play Mar 11 (Noon-1 pm) • Assessing Active Learning Apr 8 (Noon-1 pm) http://certi.mst.edu/innovationineducationgrants/ * Agile planning process developed by Purdue

4. Purpose of IEG The Innovation in Education Grants provide: • Funding for faculty to further facilitate learning opportunities in the classroom that prepare students to enter the work force as technically savvy, innovative, flexible and real world-ready employees. • New career development opportunities for faculty • Brings our curriculum up to date with peer universities who are already ahead of us in the following focus areas: creativity, entrepreneurship, innovation, design thinking and leadership. • Can alter our campus culture by developing skills and a mindset that permits our students to create, see, understand and define opportunities, provide leadership, and build teams to produce economic and social value. • Increase integration of experiential learning for undergraduate curriculum in the following focus areas: entrepreneurship, innovation, creativity, design thinking and/or leadership.

5. Pathways to Innovation: Create and enhance a vibrant I&E ecosystem for Missouri S&T

6. What skill set does innovation require? Leadership: pervasive throughout all processes D. Ferguson and M. Ohland, What is engineering innovativeness?, Intl J Eng Educ, 28, 253-262, 2012. Ferguson and Ohland, Journal of Engineering Education, V.28-2, 2012

7. Goals of program • Increased integration of experiential learning (active learning) in entrepreneurship, innovation, creativity, design thinking and/or leadership curriculum in undergraduate programs. • Funded projects need to be assessed with clear objectives and outcomes relative to the course being developed or modified.

8. Experiential learning* • Student centered rather than teacher centered • Active learning rather than passive learning • Application of learned principles to form realistic solutions to problems, issues and challenges • Reflection upon the learning experience. reflect *Excerpts from Missouri S&T Undergraduate Experiential Learning Standard & Operating Procedure

9. Experiential learning* (con’t) • Experiential learning at Missouri S&T refers to learning stimulated by a variety of structured activities that differ significantly from the traditional lecture format. • Experiential learning activities are designed to require students to go beyond mastering basic skills and knowledge in the application of that material to problem solving challenges. • These activities involve collaboration and reflective learning and allow students to learn in environments that align with their aptitudes. *Excerpts from Missouri S&T Undergraduate Experiential Learning Standard & Operating Procedure

10. Why creativity • The benefits of creativity include independent thinking, adapting problem-solving and success when meeting new and unexpected challenges. • Creativity is also a key prerequisite for academic research: it drives scholars to asking new questions and finding innovative answers. • A creative learning environment fosters the freedom of thinking in participating students (and teachers) and stimulates the combination of different elements in new and unexpected, interesting and useful ways.

11. Adobe survey on creativity • 96% believe creativity is valuable to society • 71% of college-educated professionals say creative thinking should be taught as a course, like math and science. • 82% say they wish they had more exposure to creative thinking as students. • 78% say creativity is very important to their careers. • 32% do not feel comfortable thinking creatively at work. • 78% wish they were more creative.

12. Teaching creativity: improving student capacity • Create learning environments that nurture value creativity. • Offer creativity assessments (Buffalo Skills). • Creativity activities integrated in curriculum. • Encourage storytelling in their projects. • Expose students to a variety of ways of looking at a problem (imagery, CPS, etc.). • Creativity World Forum (S&T stole the show last year) • Creative Education Foundation-resources • Resources on campus: Bonnie Bachman (Econ), teaches classes in creativity (grad and under grad I&E) and leads workshops on CPS, Kaur Amardeep (ECE), teaches classes using creativity activities. • Comp Sci/Econ 2001 • Econ 5644

13. Innovation • Definition: a new method, process, idea, product; taking idea to product… that creates value. • Received grant from S&T (Feb 2016) to create the first Makerspace. • How can students use it for your class? Ideation? Collision? Prototyping? Small scale manufacturing? Collaborating? Problem solving? Creativity? • Connect what they are learning to the world beyond the campus. • Bring your research into the classroom. • Talk about innovation processes. • Use innovation assessments. • Integrate multidisciplinary thinking (STEM/STEAM). • Knowledge to competencies. • Encourage participation in Design Competition Teams (SDELC) and Innovation Competition Teams (Enactus). • Resources: I-Corps team members, e.g., Z.Yin (Comp Sci); A. Midha (MAE-PICC); R. Hutcheson (MAE, Director of Makerspace); M. Cutitaru (ECE), many more….

14. Entrepreneurship • Focus is not on creating entrepreneurs, but creating students with an innovation and entrepreneurial mindset and the use of experiential learning. • Several ways to do this: • Create eship course, e.g, Experiential Entrepreneurship (EE) (Comp Sci 5001, soon to be colisted with Eng Mgt 5001/Econ 5001. Also Comp Sci/Econ 3001, 4001a, 4001b. • Add elements to current curriculum, e.g., adding evidence-based entrepreneurship and eship skills to existing course: e.g., ECE Capstone (currently). ME 2nd year design and Comp Sci capstone (next year). • Encourage NSF I-Corps project teams and I-Corps Site teams-be a PI or mentor for one of the teams. Received award (Feb 2016) for NSF I-Corps Site $100K/yr for 3 years + S&T matching). Will train 30 teams/per yr at S&T and across UM System. • Resources on campus for EE: All I-Corps team members, John Lovitt (Entrepreneur in Residence), S. Das, M. Zawodniok, B. Bachman.

15. d School (Stanford) has propelled this methodology to the forefront of engineering curriculum. A method of focusing innovation on people and designing based on: What people need and want What people like or dislike Specifically in regards to design, development, production, packaging, etc. A skill that allows a designer to align what people want with what can be done, and produce a viable strategy that creates customer value and commercialization opportunity. What is design thinking?

16. Some design thinking approaches • Human centered: direct observation • Try early & often: rapid experimentation and prototyping • Seek outside help: co-create w/customers • Blend projects: short term-incremental vs revolutionary • Pace innovation: ideas happen fast, development is a long route • Find talent: balance teams • Design for the cycle: inspiration -> ideation -> implementation

17. Characteristics of design thinkers • Empathy: imagine world from multiple perspectives. • Integrative thinking: rely on analytical processes and see all aspects. • Optimism: at least one potential solution is better than existing alternatives. • Experimentalism: disruptive innovation vs. incremental. • Collaboration: increasing complexity of products displaces the myth of the lone genius. Resources on campus: Jillian Schmidt, Ryan Hutcheson and others in MAE, Bonnie Bachman in Economics.

18. Leadership • Leading Self • Leadership fundamentals-introduces the fundamentals of effective leadership • Increase personal effectiveness and performance • Competencies: • Establishing credibility and purpose • Delivering results • Interpersonal skills • Embracing flexibility • Understanding individual's values and culture • ….. • Leading Others • Prepare individuals to achieve results through people • Building relationships • Dealing with conflict • Problem solving • Competencies: • Coaching and developing others • Leading team achievement • Building & maintaining relationships • Resolving conflicts • Learning to delegate • Confronting team dysfunction • Embracing change • Adapting to cultural difference • …… • Creative Leadership Center

19. Leadership development • Kouzes and Posner’s Five Practices of Exemplary Leadership • Inventory • Activities • Resources on campus: • Jeri Arnold-Cook, Director Leadership and Cultural Programs (PhD in leadership) • Nancy Stone, Professor, Psychology (Teaches leadership course) • Bonnie Bachman, Professor, Economics (Corporate leadership experience, Created and taught leadership courses) • http://www.mckinsey.com/insights/leading_in_the_21st_century/getting_beyond_the_bs_of_leadership_literature?cid=other-eml-nsl-mip-mck-oth-1602 http://www.leadershipchallenge.com/about.aspx

20. Agenda

21. Table Discussions • There are 5 table topic leaders • Amardeep Kaur-creativity • Jill Schmidt-design thinking • Maciej Zawodniok-entrepreneurship • ZhaoZheng Yin-innovation • Nancy Stone-leadership • You stay put while leaders switch tables 2 time • Participants will cover 3 different topics

22. Agenda

23. Details on grant • http://certi.mst.edu/innovationineducationgrants/