Educate to Innovate Factors That Influence Innovation: Based on Input from Innovators and Stakeholders (2015) / Chapter Skim
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5 Key Questions, Takeaways, and Next Steps: Workshop Discussions
5 Key Questions, Takeaways, and Next Steps: Workshop Discussions
Pages 39-53
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From page 39... ...
For guided discussions in breakout sessions II and III, participants reconvened in four stakeholder groups -- large business, academia, small business, and K–12 education -- to synthesize the information from both the interviews and the earlier breakout group discussions in order to determine takeaways and next steps.1 Each group was asked to distill observations from the second breakout group discussion, to consider what else they would like to learn from the interview analysis (appendix D) , and to identify action items as well as roadblocks, points of leverage, and other stakeholders to be involved.
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From page 40... ...
So it is a mistake to assume that stripping measures such as grades and scores out of the educational setting will be a benefit -- for some people these measures help motivate them and show progress. There should be a mix, and different types of motivation and achievement should be accounted for when devising measures of student progress.
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From page 41... ...
Outside internships can also provide opportunities to solve real problems and help students learn "soft skills." In short, a culture change among academics is needed to facilitate this new type of educational approach and universities need to facilitate the process however possible. Question III In the academic and federal research-funding world, merit review is the Holy Grail.
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From page 42... ...
Bring creativity into places that do not normally have time to create or play or improvise, such as traditional, "classical" engineering undergraduate programs in which the courses are tightly proscribed in the first two years. These are ways to value divergent and convergent thinking.
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From page 43... ...
Takeaways • This group envisioned overlapping skill sets in a Venn diagram, where no skill is more important than another: A team needs to have a full set of skills, including those of both innovation and entrepreneurship, and innovation must be created in every sector, not just science-based areas. • While experience working in teams is important, overdependence on team members should be avoided -- individual skills are also important.
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From page 44... ...
Suggestion: Undergraduate curriculum reform may be appropriate to reflect the need for both basic skill knowledge and critical thinking/problem-solving skills. "Real world" components should be added to undergraduate curricula to help students understand the context for learning the skills.
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From page 45... ...
To meet industry expectations, the group made suggestions to instigate a culture shift. Rather than starting over from scratch, the group recommended integrating experiences that foster innovation in existing coursework, letting larger universities lead such efforts and serve as models for smaller institutions.
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From page 46... ...
• Further research: What are the specific skills of innovation and entrepreneurship? • Work toward a culture shift in academia, because it seems that educating to inno vate is at odds with the way many universities operate currently.
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From page 47... ...
What do you need to know to solve them? " Asking this question resulted in highly innovative success among students, but the approach was not adopted by the university because the success could not be measured as a conventional skill set.
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From page 48... ...
No venture capitalist asks for a list of publications, yet professors drive students to publish, and it is difficult to publish something that does not conform. While publishing is important for academic success and professors should encourage their students to publish, they should also encourage them to author or coauthor patents, which are other useful indicators of innovative output.
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From page 49... ...
• Further research: Determine whether current organizational structures at universities are conducive to fostering innovation and its education. • Further research: Assess the number of spinouts, how long it takes to complete licens ing agreements between business and university, and who makes the most money from royalties.
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From page 50... ...
To define new paradigms that foster innovation, methods of measurement (including longitudinal measurements) need to be established.
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From page 51... ...
In terms of elements to be considered for innovation education, the group stressed learning by doing and getting students to be comfortable with the idea of not finding immediate answers. Students must be given the freedom to generate creative ideas even if there is no short-term return or fruition.
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From page 52... ...
• Improve preservice education for teachers. • Create job-embedded professional development to support stronger cultures of professional growth.
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From page 53... ...
• Create bully protection squads to protect kids from being chastised for "being weird." Accept and celebrate difference. • Stop evaluating teachers based on student test scores and stop limiting learning by "teaching to the test." • Reclaim the role of the teacher so that s/he is an architect.
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