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Creating a world-class work force for the 21st century depends on graduating every student from high school ready for college and a career with the help of innovative learning environments. In this paper, the construct of innovation literacy is defined in terms of two theoretical factors: cognitive process and social product. An innovative short course is introduced as the intervention. The participants of the course were 37 grade 11 students who came from an inner-city school in Texas. Students’ cognitive process gains are analyzed through a pre- and post-test design. Students’ gain scores indicated a statistical (p < 0.05) and practical (Cohen’s d effect size = 1.57) significance between pre- and post-test differences for cognitive process factor.