Chapter 1: A Place to Begin: Innovative Mindsets

In this chapter, we offer an alternative, deeper conception of innovative learning environments (ILEs) for institutes of higher education (IHEs) to consider—one that centers on conceptual shifts in mindsets (see Blaschke, 2021; Merriam et al., 2007). We argue that the ideological, theoretical, and practical focus of a responsive program should center on that which promotes innovative mindsets within the learning community (see Blaschke, 2021; Edouard, 2022). Through this chapter the reader will explore the experiences, perceptions, and cultural dynamics of faculty and students engaging in a newly developed doctoral program—one preparing future education leaders to forge new theories and best practices for ILEs. The objective is to invite the readers into an interactive dialogue that interrogates the struggles and disconnects that stakeholders must confront when considering what, exactly, is meant by the offering of an “innovative education program.” This chapter introduces four case studies of future innovative leaders from their perspectives as teachers, students, and individual learners. We will share, through the case studies, how shifts from pedagogy to andragogy (see Forest & Peterson, 2006; Knowles, 1984) have impacted mindsets on teaching and learning. Join us as we explore questions including: Who decides what is innovative teaching and learning? What roles do students serve in designing ILEs? How do our prior experiences and beliefs constrain our ability to engage in ILEs?