Teoría de las Inteligencias Múltiples de Howard Gardner

Feedback from students and mentors has been positive. Table 1 provides a sample of the qualitative feedback that we have received. The median overall satisfaction score from the student body for the two-year period equals five (on a seven-point scale). Nearly two-thirds of the students rated the program a five or higher. One student wrote, “This program was an inspiration for many teachers, visitors, and students (like myself). As a participant, I truly believed I learned much more valuable information compared to an ‘average’ academic classroom setting.” The most significant reason for low scores from students concerned the timing of the program. We asked the first-year students to come back from winter break three days early to participate in the program. Many students did not view

this positively. Moreover, many students expressed concern that regular classes began the very next morning, after the close of an exhausting three-day schedule. We intend to reexamine the timing and schedule moving forward.

TABLE 1: IDEA Program Feedback

The best part of the program was… My recommendation for improvement is…

Student Feedback Mentor Feedback Student Feedback Mentor Feedback

The on-site research was the most fun because it was hands-on

The hands-on design of the program -- students worked collaboratively, and mentors were facilitators.

The program is really intense and then we have classes after it is over. Having a break between the IDEA program and the first day of classes is a MUST.

Match up student mentors, faculty mentors, and staff mentors earlier.

The program is a great way to learn how to work in groups and think outside the box.

A fresh way to view how to

approach projects/questions. It was not emphasized enough that the prototype did not matter as much as the process to get to the prototype

Tell the students from the start that this program is about the process. It seemed that many cohorts were panicked about the final product.

Truly enjoyed forming relationships with not only my team, but also my entire cohort and the mentors involved

Hands on experience for the students (i.e. allowing the students to go on-site and make their own

observations and conduct interviews)

More time to assess the problem/ be out in the world, seeing the issue firsthand

Don't tell students what project they got ahead of time; should be shared at the beginning of IDEA or just before, so they don't have time to come up with their solution in advance. Learned a new way of

being an innovative thinker! I also learned so much about myself! Learned what my strengths and weaknesses are.

For the students I think it was the combination of structure up front and then space for creativity.

Give more time to work on the prototype - it can be very stressful to try to finish a project at 11pm.

In order to improve the program I think some faculty need to be more carefully selected.

A fun way to meet faculty, professors, and students that I may have not otherwise. I also enjoyed the chance to solve an issue that was real/substantive.

The ability to interact with first-years and observe and guide them through an extremely though-provoking process. To see them grow over the 3 days, from a state of frustration into one that fostered unlimited

creativity, was an awesome sight to see.

Wait to tell the students their topic until we arrive on campus. Since we found out in December, we had been thinking about our projects for a month. It made us have preconceived notions.

I think it is important to have a feature of the program that fosters continuity of the experience throughout students' tenure at Bryant so that they are truly transformed by the time they graduate

How we learned about our personalities and how that helps us in team projects. I thought the IDEA Program was a nice departure from traditional classroom learning

The camaraderie that occurs between faculty, student, and staff mentors.

Some groups were jumping ahead by already making their project without focusing on the design thinking process

Student mentor training was extensive. Faculty and staff mentors could use more training

Mentor Feedback

Feedback from the mentors (faculty, alumni, and upperclassmen students) has been overwhelming positive. Ninety-six percent of our mentors ranked the program a five or higher, resulting in a median score over the two-year period of seven on a seven point scale. Student mentors described IDEA program as a truly transformational experience. Many of them have used their IDEA experience as a crucial selling point in the job search process. One student mentor wrote, “A few months ago when I was asked to be a student mentor for the IDEA Program, I never knew how large of an impact I would have on first-year students. Now, I can't imagine starting off my last semester at Bryant, any other way. Thank you for proving that with a lot of hard work, ideas can become realities.” Alumni mentors have cherished the opportunity to advise and counsel our students. One alumnus (a highly successful entrepreneur) wrote, “I wanted to tell you how impressed I was with the IDEA program… The program is incredibly beneficial to the students, and I was amazed at how well they performed. I have been gushing about it to friends, family, and fellow alumni.” Additionally, we asked several of our corporate recruiters to serve as judges this year. They came away very impressed with the students’ work, and they have indicated a desire to become much more involved in the IDEA program. Finally, the faculty mentors have embraced the process to such an extent they are experimenting with integrating design thinking projects within their individual courses.