Strimel, G., & Briller, S., & Pruim, D., & Kelley, T., & Sohn, J., & Martinez, R., & Otto, J. (2022, August), Understanding the Values of, and Institutional Barriers Toward, Transforming Undergraduate Learning in the Pursuit of Innovation  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42029

\bibitem{asee_peer_42029}
  Strimel, G., \& Briller, S., \& Pruim, D., \& Kelley, T., \& Sohn, J., \& Martinez, R., \& Otto, J. (2022, August), \emph{Understanding the Values of, and Institutional Barriers Toward, Transforming Undergraduate Learning in the Pursuit of Innovation}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42029

Greg Strimel, Sherylyn Briller, Douglas Pruim, Todd Kelley, Jung Sohn, Rebecca Martinez, and Jackson Otto.  "Understanding the Values of, and Institutional Barriers Toward, Transforming Undergraduate Learning in the Pursuit of Innovation".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42029 Internet.  19 Apr, 2024

\bibitem{asee_peer_42029}
  Greg Strimel, Sherylyn Briller, Douglas Pruim, Todd Kelley, Jung Sohn, Rebecca Martinez, and Jackson Otto.
  "Understanding the Values of, and Institutional Barriers Toward, Transforming Undergraduate Learning in the Pursuit of Innovation".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42029 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_42029
author = "Greg Strimel, Sherylyn Briller, Douglas Pruim, Todd Kelley, Jung Sohn, Rebecca Martinez, and Jackson Otto"
title = "Understanding the Values of, and Institutional Barriers Toward, Transforming Undergraduate Learning in the Pursuit of Innovation"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42029}
number = {10.18260/1-2--42029}
}

TY  - CPAPER
AB  - Innovation education experiences are now an expectation of post-secondary learning to help prepare students with creative ways of thinking to address the issues they will face in their lives and careers. Educational institutions seemingly recognize the need to do more to culturally transform teaching and learning to prepare and professionalize students for pushing boundaries in new and bigger ways. As more people question the value of higher education itself, thinking about how innovation education contributes to students’ personal and professional success is both vital and timely. Today, universities are now touting their national rankings related to innovation output and critical conversations are focused on how universities can transform to provide an accessible pathway for every student to be innovative in their own way. That being said, an exciting possibility exists to further the value of higher education while engaging more undergraduates in the innovation ecosystem. However, universities remain structurally challenged to implement transdisciplinary practices as undergraduate learning continues to be siloed within individual colleges/departments. This can leave many students without vital, formalized transdisciplinary educational environments that are authentic to real societal challenges requiring innovation. Universities, nevertheless, can be the hub to provide the resources necessary for students to truly practice innovation in ways that are connected to their own passions. And, this can happen at a time in a student’s life when they may have more freedom and flexibility to fail, iterate, learn, and potentially make an impact with their work that extends beyond the classroom. This type of approach to learning requires a more critical investigation into educational traditions and institutional structures to determine how teaching can span across disciplines and minimize the silo effect of academic departments/individual courses. To address these concerns, a National Science Foundation Improving Undergraduate STEM Education project team is working toward developing a transformed, authentically transdisciplinary, and scalable educational model for undergraduate learning focused on democratizing the practice of innovation. This paper highlights preliminary results of this research project in regard to the undergraduate innovation education model as well as the challenges and successes related to developing a cross-college program incorporating co-teaching and co-learning across engineering/technology, liberal arts, and business management.
AU  - Greg Strimel
AU  - Sherylyn Briller
AU  - Douglas Pruim
AU  - Todd Kelley
AU  - Jung Sohn
AU  - Rebecca Martinez
AU  - Jackson Otto
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Understanding the Values of, and Institutional Barriers Toward, Transforming Undergraduate Learning in the Pursuit of Innovation
UR  - https://peer.asee.org/42029
DO  - 10.18260/1-2--42029
ER  -