Teaching and learning innovation and invention

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dc.contributor.author Schull, Jonathan
dc.contributor.author Matychak, Xanthe
dc.contributor.author Noel-Storr, Jacob
dc.date.accessioned 2009-06-09T14:10:41Z
dc.date.available 2009-06-09T14:10:41Z
dc.date.issued 2009
dc.identifier.citation Innovations Unlimited: Advancing Education, Investing in Change; The NCIIA 13th Annual Meeting March 19-21, 2009
dc.identifier.uri http://hdl.handle.net/1850/9789
dc.description.abstract Each quarter at Rochester Institute of Technology (RIT), our course on innovation and invention gathers undergraduate and graduate students from as many disciplines as possible and attempts to do something none of us (including the instructors) knows how to do. Our methodology, modeled after business startups more than traditional academic courses, produces interesting inventions and remarkable learning experiences. We will report on the first four offerings of this course at RIT, and speculate on why it works as well as it does. Class begins by presenting students with a stimulating but vague challenge that can engage all the participants (e.g., “build a multi-person multimedia computer that surrounds people”) and then mapping and connecting students’ interests and expertise. Sub-projects form, develop, die and/or expand, through student collaboration and peer problem solving, as the class pushes toward an ultimate deliverable in which all participants can feel ownership and pride. Relatively unstructured and unpredictable multidisciplinary problem solving experiences can complement traditionally structured and predictable intra-disciplinary curricula. By collaborating across disciplines, students can deepen their understanding and broaden the application of hard-won discipline-specific knowledge and expertise. They can also learn to enjoy and endure the fine art of improvisational innovation and invention.
dc.language.iso en_US
dc.publisher NCIIA
dc.title Teaching and learning innovation and invention
dc.type Proceedings

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