About the Episode
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About the Episode:
What if innovation didn’t require a stroke of genius—just a willingness to be a little “-ish”? In this episode, Dustin chats with Tessa Forshaw and Rich Braden, co-authors of Innovation-ish, a new book that challenges the myths surrounding creativity and innovation. Drawing from years of teaching at Stanford and Harvard, Tessa and Rich share how higher ed pros can reframe innovation as accessible, iterative, and emotionally safe. This isn’t a startup pitch session—it’s a call to reclaim creativity as a teachable skill, one that’s essential for thriving in ambiguity.
Key Takeaways
- Every student is inherently creative—but most don't believe it. Tessa and Rich introduce the concept of the "creativity gap" and explain how our systems unintentionally suppress creative confidence.
- Innovation is accessible to everyone. The book Innovation-ish aims to demystify innovation and challenge myths that paint it as unattainable or reserved for the elite few.
- Innovation hesitation is real. Both students and administrators often fear creativity due to perceived risks. Acknowledging and working through this hesitation is key to moving forward.
- Creative problem solving isn’t about perfection—it’s about iteration. The authors model their philosophy by sharing their iterative book-writing process, which reflects the nonlinear nature of real-world innovation.
- Higher ed needs to create safe spaces for ambiguity. Encouraging experimentation and risk-taking in non-critical areas can help build institutional confidence in innovation.
- Design education should focus on transferable cognitive skills. Skills like navigating ambiguity, holding multiple truths, and applying metacognitive reflection are essential for thriving in a changing world.
- Support over perfection. Rich and Tessa advocate for teaching that values process over product, building students' capacities to work creatively in uncertain contexts.
What is Innovation-ish, and why does it matter in higher education?
Innovation-ish is a new book by Harvard cognitive scientist Tessa Forshaw and Stanford educator Rich Braden. It’s written to empower anyone—regardless of background or expertise—to confidently solve real-world problems with creative, structured approaches. In this episode, the authors explain that the title itself (“-ish”) reflects a more approachable, flexible, and inclusive understanding of innovation. It’s not about being a tech visionary; it’s about developing mindsets and methods that make creative solutions possible for everyone, including those within higher ed institutions.
What is the “creativity gap” and how can educators close it?
Tessa and Rich have seen it firsthand: when they ask students whether they consider themselves creative, fewer than 10% raise their hands—even in design schools. Contrast that with a classroom of kindergarteners, where nearly every hand goes up. Somewhere along the educational journey, creativity is stifled by structure, expectations, and fear of failure. The authors argue that higher ed professionals must not only recognize this “creativity gap” but also actively work to close it by building spaces where students can experiment, iterate, and regain confidence in their creative capacities.
How do myths about innovation hold students and professionals back?
A major theme of the conversation is myth-busting. Many students (and staff) think innovation means having a perfect, billion-dollar idea. They believe creativity is a talent, not a skill. Tessa and Rich counter this with evidence from cognitive science and design education. They highlight that innovation is rarely the result of sudden genius—it’s a messy, iterative, collaborative process. By demystifying innovation, the book helps people see themselves as capable contributors rather than passive observers.
What does “innovation hesitation” look like in higher education institutions?
In both students and staff, innovation hesitation stems from fear—fear of failure, of looking foolish, of doing harm. Particularly in higher ed, where stakes often feel high, this hesitation is amplified. Tessa and Rich point out that hesitation is sometimes valid—institutions rightly want to protect students—but the key is recognizing where risk is low enough to allow for experimentation. For example, innovating your expense reporting process? Low risk. Innovating pedagogy without a plan? Higher risk. Learning to discern the difference creates opportunities for progress.
How can faculty and administrators support innovation without increasing risk?
The authors suggest starting small and intentionally. Instead of pushing for massive change across entire programs, look for low-stakes areas to innovate. This builds momentum, trust, and capability. Faculty can also model vulnerability by admitting when they don’t have all the answers, embracing ambiguity, and sharing their own creative processes. Administrators can create systems that reward experimentation, not just outcomes. Emotional safety and structured ambiguity are essential for innovation to take root.
What can higher ed professionals learn from how Innovation-ish was written?
Tessa and Rich didn’t write their book the traditional way. Instead of a linear process, they started with a complete “terrible” draft and iterated continuously—rewriting the entire manuscript multiple times. They gathered feedback not just from editors, but from real readers. The book evolved alongside their understanding of the ideas. This iterative, collaborative approach is exactly what they teach in the classroom. It’s a perfect meta-example of practicing what they preach.
How can innovation skills prepare students for the future?
At its core, creative problem solving is not about launching a startup—it’s about building cognitive and social skills that are increasingly essential in today’s workforce. The authors emphasize skills like navigating ambiguity, identifying bias, communicating across disciplines, and knowing when to pivot. These capabilities are transferable and critical for navigating a rapidly changing world shaped by AI, globalization, and complex societal issues. That’s why design education and innovation-thinking must be central—not optional—in today’s higher education curricula.
About the Show: The Higher Ed Geek Podcast explores the impact of edtech on the student experience by speaking with diverse leaders from institutions, companies, and nonprofit organizations. Each week we aim to provide an engaging, fun, and relevant dose of professional development that honors the wide range of work happening all across the higher ed ecosystem. Come geek out with us! The Higher Ed Geek Podcast is hosted by Dustin Ramsdell and is a proud member of the Enrollify Podcast Network.
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Dustin Ramsdell
About The Enrollify Podcast Network:
The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you’ll like other Enrollify shows too!
Some of our favorites include Generation AI.
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