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

West, Richard E.; Tateishi, Isaku; Wright, Geoffrey A.; Fonoimoana, Melia

doi:10.1080/10400419.2012.677364

Cited by 31 publications

(59 citation statements)

References 43 publications

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“…This supports previous work described in the veterinary field (8), but also supports data from other fields. Educational boot camps are widely used in many fields and are gaining popularity, including advanced human medical training (24,25), the basic sciences (26), and undergraduate education (27), though their influence on advanced medical skills has been questioned (28). However, to our knowledge, none of these boot camps have correlated student performance in subsequent programs (28).…”

Section: An Anatomy Precourse Predicts Students' Performance Within Tmentioning

confidence: 99%

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

McNulty

Lazarus

2018

Journal of Veterinary Medical Education

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Little to no correlation has been identified between previous related undergraduate coursework or outcomes on standardized tests and performance in a veterinary curriculum, including anatomy coursework. Therefore, a relatively simplistic method to predict student performance before entrance would be advantageous to many. The purpose of this study was to evaluate whether there is a correlation between performance in a veterinary anatomy pre-course and subsequent performance within a professional anatomy curriculum. Incoming first-year veterinary students at the Louisiana State University School of Veterinary Medicine were asked to participate in a free weeklong pre-course, before the start of the semester. The pre-course covered the musculoskeletal anatomy of the canine thoracic limb using dissection-based methods. Student performance, as evaluated by test grades in the pre-course, did indeed correlate with test grades in professional veterinary anatomy courses. A significant and positive correlation was identified between pre-course final exam performance and performance on examinations in each of 3 professional anatomy courses. Qualitative analyses of student comments pertaining to their experience within the pre-course indicated differences in the perceived benefits of the pre-course between high-, middle-, and low-performing students. These varied perceptions may provide predictive feedback as well as guidance for supporting lower performing students. Together, these results indicate that performance in a weeklong pre-course covering only a small portion of canine anatomy is a strong predictor of performance within a professional anatomy curriculum. In addition, the pre-course differentially affected student perceptions of their learning experience.

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Section: An Anatomy Precourse Predicts Students' Performance Within Tmentioning

confidence: 99%

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

McNulty

Lazarus

2018

Journal of Veterinary Medical Education

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“…Third, the model assumes that a dedicated curriculum (e.g., in an accounting school or in an art school) could increase both divergent and convergent thinking (Katz-Buonincontro, 2012;West, Tateishi, Wright, & Fonoimoana, 2012). Complementary research would be required to confirm this hypothesis.…”

Section: Discussionmentioning

confidence: 99%

Scholarships versus training for happiness gained from an education in creativity: A dynamic analytical model

Zagonari

2019

Higher Education Quarterly

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This paper presents a mathematical model of the dynamic interrelationships between education, creativity and happiness based on both theoretical insights and evidence from recent empirical neurological studies. In this context, the results are conditional on an individual’s learning effort and risk‐aversion. Specifically, I focus on two main determinants of creativity (divergent and convergent thinking) and compare two main educational policies (scholarships versus unstructured training) with regard to their impacts on the happiness gained from creativity in the general and healthy population. A test is provided by matching the model’s predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual’s life, provided that both divergent and convergent thinking have been achieved to a sufficiently large degree, and that unstructured training (i.e., extra‐curricular activities) in divergent thinking (e.g., in accounting schools) is necessary to reach wealthier students who have more difficulty learning. In contrast, scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach students who learn easily but who are less wealthy.

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“…These other courses explored design in business and religious contexts. In addition, a brief "Innovation Boot Camp" (see West, Tateishi, Wright, and Fonoimoana ( 2012 )) was taught in Spring 2014 to students from across campus to introduce design thinking concepts in a one-day workshop.…”

Section: Creativity Innovation and Design Interdisciplinary Studiomentioning

confidence: 99%

Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy

Rich

West

Warr

2015

Educational Media and Technology Yearbook

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

Cited by 31 publications

References 43 publications

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

Scholarships versus training for happiness gained from an education in creativity: A dynamic analytical model

Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy

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