Examining Curricular Approaches to Developing Undergraduates’ Innovation Capacities

Teaching Innovation Capacities in Undergraduate Leadership Courses: The Influence of a Short-Term Pedagogical Intervention

“…The heavy emphasis on reflection and its use as a means for engaging peers in activities strategically designed for problem-solving may explain the observed developmental gains in the intrapersonal and social innovation dimensions. Though our study was modest in its sample, we hope that it might be considered in concert with our overall research agenda (e.g., Mayhew et al, 2019; providing initial evidence for internal (e.g., faculty) and external (e.g., parents) stakeholders that college can deliver on its promises of developing students' innovation capacities through existing, popular curricula such as leadership courses (see IES, 2020). We also hope that those interested specifically in leadership studies find an opening in our work to consider how transformational leadership perspectives might interface with innovation-related efforts and outcomes.…”

“…Innovation capacity in this study was measured by a theoretically-supported, reliable, and valid measure developed in Selznick and Mayhew (2018), which has been used in previous studies (e.g., Mayhew et al, 2019;. Specifically, innovation capacity was measured in three domains -the intrapersonal domain, the social domain, and the cognitive domain -and each domain was further measured by three conditioned constructs.…”

Integrated Value Model to Assess the Sustainability of Active Learning Activities and Strategies in Architecture Lectures for Large Groups

“…This would be assessed in I11. C6 evaluated the contribution each alternative innovation makes to university learning processes in general [77] (I14) and large group theoretical classes specifically (I15). C7 assessed students' satisfaction and their high expectations (I16) as well as individual professor's satisfaction (I17).…”

Developing Innovators: A Longitudinal Analysis Over Four College Years

“…Despite benefits associated with developing innovators (Wagner, 2012), and the expansion of resources associated with achieving this outcome (e.g., Wyllie, 2018), limited attention has been paid to examining the longitudinal development of students as innovators across four years of undergraduate learning. Previous efforts have considered the measurement of innovation capacities (Selznick and Mayhew, 2018); their development during the first year of undergraduate study (Selznick and Mayhew, 2019); the associations between specific collegiate interventions and innovation capacities (Mayhew et al, 2012(Mayhew et al, , 2016(Mayhew et al, , 2019(Mayhew et al, , 2021; and the connection between students' innovation intentions and integrative learning (Selznick et al, 2021a). These studies have been limited by their time horizon, with research designs unable to address the influence of a longer undergraduate career on the development of innovation capacities.…”