Browsing by Subject "innovation"
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Item Becoming an Agile Change Conductor(Frontiers, 2022) Mehta, Jade; Aalsma, Matthew C.; O'Brien, Andrew; Boyer, Tanna J.; Ahmed, Rami A.; Summanwar, Diana; Boustani, Malaz; Family Medicine, School of MedicineBackground: It takes decades and millions of dollars for a new scientific discovery to become part of clinical practice. In 2015, the Center for Health Innovation & Implementation Science (CHIIS) launched a Professional Certificate Program in Innovation and Implementation Sciences aimed at transforming healthcare professionals into Agile Change Conductors capable of designing, implementing, and diffusing evidence-based healthcare solutions. Method: In 2022, the authors surveyed alumni from the 2016–2021 cohorts of the Certificate Program as part of an educational quality improvement inquiry and to evaluate the effectiveness of the program. Results: Of the 60 alumni contacted, 52 completed the survey (87% response rate) with 60% of graduates being female while 30% were an under-represented minority. On a scale from 1 to 5, the graduates agreed that the certificate benefited their careers (4.308 with a standard deviation (SD) of 0.612); expanded their professional network (4.615, SD of 0.530); and had a large impact on the effectiveness of their leadership (4.288, SD of 0.667), their change management (4.365, SD of 0.742), and their communication (4.392, SD of 0.666). Graduates claimed to use Agile Processes (Innovation, Implementation, or Diffusion), storytelling, and nudging weekly. On a scale from 0 to 10 where 10 indicates reaching a mastery, the average score for different Agile competencies ranged from 5.37 (SD of 2.80) for drafting business proposals to 7.77 (SD of 1.96) for self-awareness. For the 2020 and 2021 cohorts with existing pre and post training competency data, 22 of the 26 competencies saw a statistically significant increase. Conclusion: The Graduate Certificate has been able to create a network of Agile Change Conductors competent to design, implement, and diffuse evidence-based care within the healthcare delivery system. Further improvements in building dissemination mastery and program expansion initiatives are advised.Item The Engineering-science Intellectual Property (ESIP) Project: A Novel Method for Promoting Innovation(ASEE, 2018-06) Piroozi, Hamid R.; Hess, Justin L.; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and TechnologyIn the idea economy, intellectual property (IP) is valued higher than other assets such as factories and equipment. Affirmation of this valuation is often observed when a company’s IP advances or declines which causes a seismic shift in its stock price. IP law, however, is complicated and is evolving. As a result, new engineering and science graduates take many years, if ever, before they are familiar with the process of securing IP. Lack of such familiarity often results in IP being an after-thought in design processes. While others have attempted to discuss IP as part of a larger entrepreneurship setting in the form of a brief introduction of various IP vehicles, a solid understanding of what is protectable requires more than familiarity with IP concepts. This paper describes the development and underlying theory of a novel educational program titled Engineering-Science Intellectual Property Project (ESIP-Project). This project includes three degree-counted elective courses that together create an IP concentration in an engineering BS curriculum. The intent of the project is to generate within students a deep understanding of IP requirements for creating novel, nonobvious, and non-infringing designs. In addition, the ESIP-Project is designed to teach IP concepts as they relate to engineering design, as well as critical thinking skills and innovation. More specifically, students will be prepared to engage in prior art review, identify what is needed to obtain enforceable designs, and apply strategies to avoid infringement of existing patents. At the culmination of ESIP-Project, students will be prepared to pass the patent bar examination and become certified to practice patent law before the U.S. Patent and Trademark Office. Hence, graduates of the ESIP-Project will have new career options including choices for becoming patent engineers and patent agents, in addition to traditional technical career choices. This paper includes an overview of the three-course sequence, as well as evaluation results of the implementation of the first course. A survey was designed by the investigators and implemented pre and post course. The survey included three constructs: Knowledge of IP Concepts, Innovative Product Design, and Careers in Patent Law. Following reliability testing procedures, student responses to these constructs were compared before and after course implementation. Despite the small sample size (15 students), comparative analyses suggested students experienced strong, positive gains in each construct. These positive changes in student responses from participation in just one of three IP courses is encouraging to our team. We hope that the ESIP-Project model, and our evaluation of the model as we scale it up, will provide a pathway for other educators to follow, particularly those who are interested in promoting entrepreneurship and innovation among their students.Item Financing Innovation: Legal Development of Intellectual Property as Security in Financing, 1845-2014(2015) Nguyen, Xuan-Thao; Robert H. McKinney School of LawItem Indiana CTSI Preclinical Innovation Think Tank Program(Association for Clinical and Translational Sciences, 2022-04-21) Portonovo, Padma; Garcia, Kara; Moe, SharonThe skills and knowledge required for successful commercialization of new technologies (intellectual property protection, SBIR/STTR funding, and startup creation) are very different than those for traditional academic research (scientific publication and R01-style grant funding). The Indiana CTSI Think Tank Program is designed to provide early guidance to academic and clinical investigators interested in advancing their discoveries to the market. The program is open to investigators from Indiana University (IU), Purdue University, or the University of Notre Dame; and includes a pool of advisors across these universities and industry around the state to provide investigators with a wide range of expertise and perspectives.Item Industry convergence in rural tourism development: a China-featured term or a new initiative?(Taylor & Francis, 2018) Shen, Weili; Liu-Lastres, Bingjie; Pennington-Gray, Lori; Hu, Xiaohai; Liu, Jiayi; Tourism, Conventions, and Event Management, School of Health and Human SciencesIndustry convergence is a popular term that has been widely referenced in the context of rural tourism development in China. All levels of government (local, regional, national) in China have repeatedly addressed the significance of industry convergence in their tourism plans and related policies. Despite its popularity, limited studies at present have explored this concept in-depth. Using Huai’an as a case, this study applied a path analysis and reported the industry convergence process in a destination. The findings of this study can provide both theoretical and practical implications that are useful for tourism planners and policy makers.Item Innovations in the Art of Microneurosurgery for Reaching Deep-Seated Cerebral Lesions(Elsevier, 2019) Tomlinson, Samuel B.; Hendricks, Benjamin K.; Torregrossa, Fabio; Grasso, Giovanni; Cohen-Gadol, Aaron A.; Neurological Surgery, School of MedicineDeep-seated cerebral lesions have fascinated and frustrated countless surgical innovators since the dawn of the microneurosurgical era. To determine the optimal approach, the microneurosurgeon must take into account the characteristics and location of the pathological lesion as well as the operator’s range of technical expertise. Increasingly, microneurosurgeons must select between multiple operative corridors that can access to the surgical target. Innovative trajectories have emerged for many indications that provide more flexible operative angles and superior exposure but result in longer working distances and more technically demanding maneuvers. In this article, we highlight 4 innovative surgical corridors and compare their strengths and weaknesses against those of more conventional approaches. Our goal is to use these examples to illustrate the following principles of microneurosurgical innovation: (1) discover more efficient and flexible exposures with superior working angles; (2) ensure maximal early protection of critical neurovascular structures; and (3) effectively handle target pathology with minimal disruption of normal tissues.Item Insulin at 100: Indianapolis, Toronto, Woods Hole, and the “Insulin Road”(AIHP, 2020-01) Badertscher, Katherine; Rutty, Christopher J.; Lilly Family School of PhilanthropyInsulin at 100” joins a body of new scholarship being produced globally to commemorate the discovery of insulin. This paper brings to light a new perspective on the collaboration between two North American institutions: the University of Toronto in Canada and Eli Lilly & Company in the United States. It focuses on the collaboration’s complexities, actors who have not been examined previously, and implications for both parties and the general public. The article contributes to existing scholarship by expanding the collaboration story to include central actors at both Eli Lilly and the University of Toronto in a continuous and collaborative cycle of discovery and innovation.Item The IUSM Scholarly Concentrations Program: Strategic Collaborative Education Across Schools and Departments(2020-03-06) Birnbaum, Deborah R.; Rojas, Michelle; Corson-Knowles, Daniel; Wallach, Paul M.A changing healthcare landscape calls for innovation and expansion of expertise in medical education. How does a medical school better prepare medical students to thrive in a changing profession? Through its Scholarly Concentrations Program, Indiana University School of Medicine is collaborating with non-physician experts from schools with expertise in topics that are medically relevant and of interest to medical students. Scholarly Concentrations are longitudinal experiences that enhance the medical education program through coursework and scholarly work. In addition to enhancing students’ education, it offers the opportunity to enhance campus reputation and develop research focus for students and faculty. Partnerships were created in both directions. IU School of Medicine sought out schools and departments with unique expertise on different medical campuses. Schools and departments also approached IU School of Medicine about its Scholarly Concentrations program as momentum built. These partnerships are creating mutual benefits for IUSM, partners, faculty and students. Benefits for partner organizations include mentoring opportunities, reputational enhancement, having an impact on healthcare system, and pathways to certificates and advanced degrees. For IUSM and its students, the partnerships enhance professional development through Scholarly Concentrations in areas of clinical, teaching, research, advocacy and administration.Item Participatory Innovation: A Pedagogical Approach To Help Students Reveal Real-World Problems(IUPUI Research Day, 2014-04-11) Ganci, AaronIn the digital sector, ‘innovation’ is a frequently overused word. Entrepreneurs worldwide are trying to innovate within their market. However, the drive for innovation can blind the creators of these products, obscuring what people actually need and want to use. Countless applications struggle or outright fail because they are created without the user in mind. Digital technology can be a powerful tool in people’s everyday life but it has to be integrated in meaningful ways. Careful consideration must be placed on how these new products will integrate—and improve—life. When new products truly help people, they are more likely to resonate and succeed; this is real innovation. Everyone involved in the production of digital products—entrepreneurs, developers, and experience or visual designers (the focus of this project)—must abide by this philosophy in order for the product to be successful. Students who are preparing to be involved with the design or production of these products need to learn ways to more deeply understand their users, identify problems, and craft meaningful solutions. With this in mind, research was conducted to identify and test methods that allow students to acquire this deeper understanding. This poster will outline one pedagogical approach which utilizes participatory design methods to help students identify problems in people’s lives. For this research, visual communication design students utilized these methods in a project for the course Visual Design for the Web. An overview of the pedagogical approach, project, student outcomes, and implications for future work will be highlighted.Item Quantifying Changes in Creativity: Findings from an Engineering Course on the Design of Complex and Origami Structures(ASEE, 2018-06) Hess, Justin L.; Rao, Anusha Sathyanarayanan; Fore, Grant; Wu, Jiangmei; Tovar, Andres; Anwar, Sohel; Mechanical and Energy Engineering, School of Engineering and TechnologyEngineering educators have increasingly sought strategies for integrating the arts into their curricula. The primary objective of this integration varies, but one common objective is to improve students’ creative thinking skills. In this paper, we sought to quantify changes in student creativity that resulted from participation in a mechanical engineering course targeted at integrating engineering, technology, and the arts. The course was team taught by instructors from mechanical engineering and art. The art instructor introduced origami principles and techniques as a means for students to optimize engineering structures. Through a course project, engineering student teams interacted with art students to perform structural analysis on an origami-based art installation, which was the capstone project of the art instructor’s undergraduate origami course. Three engineering student teams extended this course project to collaborate with the art students in the final design and physical installation. To evaluate changes in student creativity, we used two instruments: a revised version of the Reisman Diagnostic Creativity Assessment (RDCA) and the Innovative Behavior Scales. Initially, the survey contained 12 constructs, but three were removed due to poor internal consistency reliability: Extrinsic Motivation; Intrinsic Motivation; and Tolerance of Ambiguity. The nine remaining constructs used for comparison herein included: • Originality: Confidence in developing original, innovative ideas • Ideation: Confidence in generating many ideas • Risk Taking: Adventurous; Brave • Openness of Process: Engaging various potentialities and resisting closure • Iterative Processing: Willingness to iterate on one’s solution • Questioning: Tendency to ask lots of questions • Experimenting/exploring: Tendency to physically or mentally take things apart • Idea networking: Tendency to engage with diverse others in communicative acts • Observing: Tendency to observe the surrounding world By conducting a series of paired t-tests to ascertain if pre and post-course responses were significantly different on the above constructs, we found five significant changes. In order of significance, these included Idea Networking; Questioning; Observing; Originality; and Ideation. To help explain these findings, and to identify how this course may be improved in subsequent offerings, the discussion includes the triangulation of these findings in light of teaching observations, responses from a mid-semester student focus group session, and informal faculty reflections. We close with questions that we and others ought to address as we strive to integrate engineering, technology, and the arts. We hope that these findings and discussion will guide other scholars and instructors as they explore the impact of art on engineering design learning, and as they seek to evaluate student creativity resulting from courses with similar aims.