Sprinting Towards Active Learning: Innovation Sprint in a Public Health Course

Jessica S. Kruger
Michelle Zafron
Hadar Borden

Abstract

An Innovation Sprint provided opportunities for students to engage in complex problem solving of authentic challenges, teamwork, collaboration, and present their solutions to a panel of experts in the challenges’ fields.

      In an undergraduate, required, upper-level public health course I (Jessica Kruger) teach where public health majors and minors are together, I found it challenging to implement authentic assessments that engage students’ problem-solving skills. During the course, students are exposed to foundational information about environmental health and current environmental health issues, happening locally. After the foundational information is provided, I felt the traditional assessment of writing a paper about an environmental health issue and its solution could be switched to a more active learning activity. I sought a new way to assess students’ understanding of the complex problems that exist when it comes to responding to environmental health issues.

I sought a new way to assess students’ understanding of the complex problems that exist when it comes to responding to environmental health issues.

Sprint

      I decided to provide an assessment, using a collaborative challenge-solving process called Innovation Sprint developed by Jake Knapp of Google in 2010 (Knapp, Zeratsky, & Kowitz, 2016). A consultant to our university, Hadar Borden, adapted the Innovation Sprint process to a format for college students, and took the lead in facilitating my students’ Sprint.

      The college Innovation Sprint process (as depicted in Figure 1) includes students, in small groups, working to solve a challenge by brainstorming and discussing ideas (Ideation), voting on ideas (Converge by Voting), reaching consensus (Building Consensus Around An Idea), using a graphic organizer to organize the idea’s potential strengths and potential weaknesses (Convergent Tool) and then developing a pubic presentation of their proposed solution to be judged by a panel of experts (Develop a Pitch Presentation). My students’ Innovation Sprint was worth 5% of my students’ course grade, with the same grade for all members of a group. Our Sprint occurred over two, two-hour class periods (see Table 1), and outside of class, student meetings.

Table 1
Public Health Class Sprint Schedule

     

     Sprint Day One. Students received a Sprint Guide that outlined the challenges to solve, process, deliverables, and resources (see Appendix A). We explained to students they would collaboratively work to solve an authentic challenge and present their findings and conclusions to a panel of judges.The students were instructed to sit with their pre-assigned group members,10 groups, in all, with four-five students per group. Consultant Borden introduced a system for creative problem-solving, described by Treffinger, Isaksen, & Stead-Dorval (2006) and she explained to students why creative problem-solving is an important skill to learn.

      Each team received an activity packet with markers for each student, a three by five Post-It note for each student, a strip of three-dot stickers, and a poster sized sheet where teams would aggregate all of the Post-It note ideas.The students were instructed to choose from one of the following, as their team’s challenge:

     Discussion (Ideation),voting, and consensus. Groups discussed their group’s challenge and how it might be solved, with five minutes to discuss their initial ideas. Each group’s scribe, chosen earlier by group members, gathered their team’s responses.Team members then voted on ideas, putting their dot-stickers beside the ideas they believed have the most merit for solving their challenge.Teams were invited to discuss the ideas that received the most number of stickers and come to consensus on one idea to advance.They were instructed that they might merge top-rated ideas into one.

     Students were introduced to an organizer Hadar Borden provided, Convergent Tool (see Appendix B) to work their selected idea through a point system. Students needed to identify three-five Positive attributes of their team’s ideas for solving the challenge; three-five Opportunities that their idea affords; three-five Issues (risks) that arise from their solution and three-five solutions to potential issues, New Thinking to counteract the Issues.

     Students were told to begin to think about people or things that might support their proposed solution (Assisters) and people or things that could detract or create challenges related to their proposed solution (Detractors).

     For Issues (risks), students were told to draft a list of the most critical concerns they have about their ideas. They were told, “Remember, no idea is perfect! Think about potential challenges or downsides of the ideas. However, instead of listing them as problems, write them as questions starting with ‘How might…,’ or ‘How to …’ This way of phrasing invites solutions and help the brain think of new ideas.”

     Students were offered 20 minutes to complete the entire process of Opportunities, Issues, and New Thinking – five minutes for each of the three sections, and five minutes to go back to any sections they might wish to further discuss.

      Developing a pitch presentation. Students were introduced to the Pitch Template, a Powerpoint slide show to scaffold the slide shows groups would include in their presentations (see Appendix C). They were instructed to collaborate with team members, outside of class, to develop the final presentation they would offer to a panel of judges who are experts and representatives from industry.They were encouraged to exchange telephone numbers and create a group text chat to stay in contact outside of class.The Pitch Template would be a guide for each group’s five minute presentation.

     Students were informed of resources to further support their idea development. Resource Guides, curated by Michelle Zafron of University Libraries, were distributed. Each of three Resource Guides contained information related to one of the three challenge questions, to help students refine their ideas and solutions.The Resource Guides also include general information about finding full-text sources and citing articles correctly. To further guide students in developing and sharing their ideas Venture Coaches (students trained to help other students learn more about how to be an entrepreneur) were available, as were experts-in-residence.

     Sprint Day Two. Students arrived and were offered an overview of Day Two Agenda.The Agenda stated each team would have three minutes to present, followed by three minutes of questions and answers, including feedback by the panel of judges. 

     Students were introduced to the panel of judges, who were people working in areas corresponding with one or more of the challenge statements. Order for teams to present was random. At the conclusion of the pitches, the panel of judges deliberated on the winners of the Sprint. Student teams selected for first through third place received “campus cash” as their prize. 

Using Knowledge and Gaining Skills

     By engaging in the Sprint, students solidified their prior public health knowledge and and put it to use. In the process of putting their knowledge to use, they gained additional knowledge and skills, aligning with Kolb’s (1984), experiential learning definition as the “…process whereby knowledge is created through the transformation of experience,” p.38.

Collaboration

      Students were encouraged to share their ideas out loud but not to justify or judge during the initial discussion (Ideation) session. Groups’ decisions were made by using dot stickers to vote and then build consensus.They were invited to vote individually, using dot-stickers for the ideas they believed had the most merit. After the sticker voting, groups came to consensus on the idea to advance. Students were encouraged to use active listening skills during their work. In addition, Hadar Borden and I engaged with each group to ensure they were making positive progress.

Scaffolds

     Prior to the Sprint, students had learned about environmental health, specifically issues at a national level, related to the challenge statements. During groups’ in-class discussions, having Hadar Borden and I walking from group to group supported and guided them in staying on track, through the various stages of the Sprint.

     The Resource Guides, which the students were directed to use, were important supports.The Pitch Template provided groups a structure for developing their presentations.The availability of Venture Coaches and experts-in-residence added to the scaffolding.

Students’ Feedback

     Overall, the experience of the Innovation Sprint was overwhelmingly positive. Most students (80%) strongly agreed or agreed that this experience added value to the course. Within the survey, a student added,“I really liked how we had to apply concepts we learned in class and think of a solution to the problem.”  Another student mentioned “The Innovation Sprint provides a broad spectrum of ideas on various topics and made the learning experience fun and also memorable.” Creative problem solving is a phrase often utilized in business innovation and 87% of students either strongly agreed or agreed that the Sprint helped them learn more about creative problem solving.

Jessica Kruger’s Reflections

     Our Sprint provided a unique opportunity to align the learning objectives of the class to this experiential learning activity. It was rewarding to see students actually working together in functional groups, to solve a real issue. Because there are so many different parts to a Sprint, from coming up with an idea, converging on an intervention, and pitching, each student was able to provide different skills and knowledge. Often times when you have in-class group work, some students do not participate or let others lead. The format of the Sprint motivated each student to be heard and to contribute to the group.

     This process is an active learning technique which can be used in a variety of classes. Not only does it help students learn how to solve real world problems, but also expose them to experts in the field, by inviting them into the classroom as judges.

      The Sprint supported my students in using critical thinking and problem solving. It also helped them to work on their oral communications, especially when debating a solution with other group members. Since this is a timed event, the team work and collaboration needed to actually come up with a viable solution to a problem, taught students how to work together efficiently and effectively.

      Future enhancements. In reflecting on this activity and for planning future Sprints in my courses, it would be helpful to provide additional time for students to review the Library’s Resource Guide, developed to support students as they develop their solutions and presentations. 

     Furthermore, if possible, an extra class day to set-up the experience, provide an overview of the process to allow students to fully embrace the new experience and leverage it as much as possible, would strengthen students experience of the Sprint. This would require a third day of class instruction and I feel students would come in with a clearer expectation of what a Sprint is and how it works. For a Sprint in my class, in the near future, however, I do not plan to have an extra day, due to course schedule constraints.

      Another enhancement reflection is that due to the short duration of the class period (120 minutes), not all students were able to be present. In the future, I will ensure there is enough time for all groups to receive feedback from the community reactors. Additionally, if the Innovation Sprint was embedded into the class over a four-five week experience (still only two-three class contact points), there would be an opportunity to engage community and industry experts as mentors, outside of class time, to allow students to receive guidance from mentors, and expand their professional networks.

     Professional development. It was great to observe a Sprint conducted in my class and help support its implementation. I now use some of the techniques in other classes when I have students do in-class group work. For example, I have students ideate using sticky notes and vote on what idea they want to move forward

     Advice to faculty. When exploring if an Innovation Sprint is appropriate for a course, the instructor must be able to identify a problem or problems that could be solved using the process of a Sprint. It is important that students have access to the foundational information needed to help them create solutions. Furthermore, faculty need to be willing to try a novel type of assessment in which they invite outside guests into the classroom to provide feedback on the students’ performance. A critical component is identifying who these reactors to the students’ presentations will be.

References

Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just       five days. Simon & Schuster.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.
     Prentice-Hall.

Treffinger, D.J., Isaksen, S.G., & Stead-Dorval, K.B. (2006). Creative problem solving: An introduction.          Prufrock Press Inc.

Resource

Google Ventures. (n.d.). The Design Sprint. Retrieved from https://www.gv.com/sprint/

Appendix A
Students’ Sprint Guide

Public Health 320:  Environmental Health Innovation Sprint

Background, the Problem:

Environmental health is an important public health topic locally and globally. In this innovation sprint, you will use your public health skills and knowledge gained in this course to come up with possible solutions to some environmental health issues facing Buffalo.

The Challenge:

• How might we improve the response to the lead crisis in Buffalo?
• How might we improve the response to air pollution caused by automobiles in Buffalo?
• How might we improve the response to water pollution in Buffalo’s waterways? 

Assign Team roles:

• Identify a scribe (recorder); and
• Identify a time keeper.

Resource Guide: Environmental Health Articles, Statistics, and Demographic Information

University of Buffalo Libraries:  https://research.lib.buffalo.edu/PUB320 Source:  Prepared by Michelle L. Zafron, Coordinator of Reference Services, Health Sciences Library Services, University at Buffalo 

Meet with Venture Coaches & Mentors to develop your ideas, schedule an appointment by visiting: https://bit.ly/BXLPMentorLookBook

Deliverables:

• As a team, create a pitch presentation to influence the decision makers to pursue your solution. 

• Work through the Convergent Tool to select and develop your final solution. [handout]
  
• Use the slides provided as prompts for what to include and how to structure your 3-minute presentation.

• To locate the sample PUB 320 Challenge Pitch Template, please follow the steps outlined below:
• Download the Pitch Template and save to your desktop from the following link: (LINK)
• Complete template by adding your content and adjusting the design for your pitch (do not simply answer the questions… craft this as a presentation);
• Rename the file with your team # and team name; and

Upload the file back to the UB Box: (LINK)

Appendix B
Convergent Tool

Appendix C
Pitch Template Powerpoint Slides

Appendix D
Judging Matrix