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Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp.

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Title: Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp.
Authors: West, RichardE. (AUTHOR), Tateishi, Isaku (AUTHOR), Wright, GeoffreyA. (AUTHOR), Fonoimoana, Melia (AUTHOR)
Source: Creativity Research Journal. 2012, Vol. 24 Issue 2/3, p243-251. 9p. 1 Diagram, 3 Charts.
Subjects: Creative thinking testing, Engineering education, Curriculum, Engineering students, Thought & thinking
Abstract: Over the years, many training methods for creativity and innovation have been developed. Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the problems themselves in ways that promote creative outcomes. This study presents initial efforts to develop an instructional program designed to teach innovation to undergraduate technology and engineering students. Results from a pre/posttest analysis using both the Torrance Tests for Creative Thinking and a survey with self-reported data indicate that the Innovation Boot Camp was successful because it (a) encapsulated innovation into a process that students could learn and apply, (b) engaged students in multidisciplinary groups, and (c) provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation. Notwithstanding, ideas for improvement and further research and development of the curriculum are described. [ABSTRACT FROM AUTHOR]
Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp.
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  Data: <searchLink fieldCode="AR" term="%22West%2C+RichardE%2E%22">West, RichardE.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tateishi%2C+Isaku%22">Tateishi, Isaku</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wright%2C+GeoffreyA%2E%22">Wright, GeoffreyA.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fonoimoana%2C+Melia%22">Fonoimoana, Melia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Creativity+Research+Journal%22">Creativity Research Journal</searchLink>. 2012, Vol. 24 Issue 2/3, p243-251. 9p. 1 Diagram, 3 Charts.
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  Data: Over the years, many training methods for creativity and innovation have been developed. Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the problems themselves in ways that promote creative outcomes. This study presents initial efforts to develop an instructional program designed to teach innovation to undergraduate technology and engineering students. Results from a pre/posttest analysis using both the Torrance Tests for Creative Thinking and a survey with self-reported data indicate that the Innovation Boot Camp was successful because it (a) encapsulated innovation into a process that students could learn and apply, (b) engaged students in multidisciplinary groups, and (c) provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation. Notwithstanding, ideas for improvement and further research and development of the curriculum are described. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10400419.2012.677364
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