University Innovation Fellows - User contributions [en]

Priorities:Clark Atlanta University Student Strategies

2017-02-18T20:02:09Z

Allenlee:

'''THE STRATEGIC PLAN TO ESTABLISH A CULTURE OF INNOVATION AND ENTREPRENEURSHIP at Clark Atlanta University'''

==  PRIORITY 1 (2015):   Eradicate information silos that exist  ==

===  GOAL 1.1.0:  Create a movement around sharing information, collaboration across disciplines, and involvement between faculty, students, and alumni. ===

'''Objectives:''' Establish the Innolab as the focal point for all the collaborative efforts through successfully introduce the lab to all stakeholders.  

  ''Directions:''

''1.1.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.1.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 1.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.1.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.1.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 1 (2017):   Reintroduce the Inno Lab to the campus ==

===  GOAL 1.2.0:  Fully develop Innovation Lab activities as a makerspace and design thinking area for students. ===

'''Objectives:''' Establish the Innolab as the focal point for cultivating creative and innovative ideas to be implemented.

 ''Directions:''

''1.2.1 Collaborate with Freshman Seminars and 1st year Business School experience faculty''

''1.2.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 2.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.2.4    Schedule trainning of students in 3D Printing''

''1.2.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 2 (2015):  Increase entrepreneurial collaboration to leverage synergistic activities and funding opportunities ==

=== GOAL 2.1.0: Solicit and secure strategic relationships within the corporate community that support all of CAU's I&E efforts. ===

  '''Objectives'''    Establish CAU as a premiere institution to collaborate with.

''Directions:''

''2.1.1    Establish partnerships with businesses to support innovation and creativity on campus.''

''2.1.2   Create a quarterly “Challenge Drop” where local business would drop off a problem/concern that they are currently facing and have the students submit creative, innovative, solutions that could possibly lead to entrepreneurial opportunities for the students.''

''2.1.3   Develop an Advisory Board and have Corporations strategically advise the center.''

''2.1.4    Invite companies and entrepreneurs to lecture and conduct presentations related to Creativity, and I&E ultimately establishing a lecture series''

 

== PRIORITY 2 (2017):  Increase collaboration between all CAU schools and Innovation Lab ==

=== GOAL 2.2.0: Create relationships with other departments to encourage interdegree collaborations and indetification of students who could benifit from the lab. ===

  '''Objectives'''    Establish training moduals for CIED falculty advisory commitee and all CAU schools to assist faculty to raise awerness about startup oppertuniteis, prototyping, and mentorships the lab has to offer.

''Directions:''

''2.2.1    Establish design training modules''

''2.2.2   Hold informationals about how to identify a students in need of entrepenurial mentorship.''

''2.2.3   Schedule classroom visits to preform 3D printing demos during class times.''

''''

== PRIORITY 3 (2015):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.1.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.1.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.1.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.1.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.1.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.1.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 3 (2017):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.2.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.2.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.2.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.2.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.2.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.2.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 4 (2015):  I&E EVENTS ON CAMPUS ==

==GOAL 4.1.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.1.1   Lean Startup April-May (per semester)''

''4.1.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.1.3   Shark Tank event with alumni judges (annually)''

''4.1.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.1.5   TEDx event at CAU (annual event)''

''''

''''

== PRIORITY 4 (2017):  I&E EVENTS ON CAMPUS ==

==GOAL 4.2.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.2.1   Lean Startup April-May (per semester)''

''4.2.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.2.3   Shark Tank event with alumni judges (annually)''

''4.2.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.2.5   TEDx event at CAU (annual event)''
<div><div><div class="aVY aZn" style="position: absolute; overflow: visible; top: 0px; left: 0px; right: 0px; height: 0px; z-index: 2; border-top-width: 1px; border-top-style: solid; border-top-color: rgb(229, 229, 229);"><div class="aZm" style="top: 0px; left: 0px; width: 0px; height: 118px; border-left-width: 1px; border-left-style: solid; border-left-color: rgb(229, 229, 229);"> </div></div></div></div>
 {{#Widget:Youtube|id=6Ct29S7JWc0}}

2017 UIF Video Link

[https://youtu.be/UgbdakioLjM https://youtu.be/UgbdakioLjM] '' ''

== Related Links ==

[[Clark Atlanta University|Clark Atlanta University]]

'''Clark Atlanta University Student Strategies'''

University Innovation Fellows:

[[Allen lee|Allen Lee]]

[[Madisyn Dudley|Madisyn Dudley]]

[[Char'nae_Davis|Char'nae_Davis]]

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Student Priorities|c]]

Priorities:Clark Atlanta University Student Strategies

2017-02-18T20:01:25Z

Allenlee:

'''THE STRATEGIC PLAN TO ESTABLISH A CULTURE OF INNOVATION AND ENTREPRENEURSHIP at Clark Atlanta University'''

==  PRIORITY 1 (2015):   Eradicate information silos that exist  ==

===  GOAL 1.1.0:  Create a movement around sharing information, collaboration across disciplines, and involvement between faculty, students, and alumni. ===

'''Objectives:''' Establish the Innolab as the focal point for all the collaborative efforts through successfully introduce the lab to all stakeholders.  

  ''Directions:''

''1.1.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.1.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 1.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.1.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.1.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 1 (2017):   Reintroduce the Inno Lab to the campus ==

===  GOAL 1.2.0:  Fully develop Innovation Lab activities as a makerspace and design thinking area for students. ===

'''Objectives:''' Establish the Innolab as the focal point for cultivating creative and innovative ideas to be implemented.

 ''Directions:''

''1.2.1 Collaborate with Freshman Seminars and 1st year Business School experience faculty''

''1.2.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 2.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.2.4    Schedule trainning of students in 3D Printing''

''1.2.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 2 (2015):  Increase entrepreneurial collaboration to leverage synergistic activities and funding opportunities ==

=== GOAL 2.1.0: Solicit and secure strategic relationships within the corporate community that support all of CAU's I&E efforts. ===

  '''Objectives'''    Establish CAU as a premiere institution to collaborate with.

''Directions:''

''2.1.1    Establish partnerships with businesses to support innovation and creativity on campus.''

''2.1.2   Create a quarterly “Challenge Drop” where local business would drop off a problem/concern that they are currently facing and have the students submit creative, innovative, solutions that could possibly lead to entrepreneurial opportunities for the students.''

''2.1.3   Develop an Advisory Board and have Corporations strategically advise the center.''

''2.1.4    Invite companies and entrepreneurs to lecture and conduct presentations related to Creativity, and I&E ultimately establishing a lecture series''

 

== PRIORITY 2 (2017):  Increase collaboration between all CAU schools and Innovation Lab ==

=== GOAL 2.2.0: Create relationships with other departments to encourage interdegree collaborations and indetification of students who could benifit from the lab. ===

  '''Objectives'''    Establish training moduals for CIED falculty advisory commitee and all CAU schools to assist faculty to raise awerness about startup oppertuniteis, prototyping, and mentorships the lab has to offer.

''Directions:''

''2.2.1    Establish design training modules''

''2.2.2   Hold informationals about how to identify a students in need of entrepenurial mentorship.''

''2.2.3   Schedule classroom visits to preform 3D printing demos during class times.''

''''

== PRIORITY 3 (2015):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.1.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.1.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.1.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.1.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.1.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.1.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 3 (2017):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.2.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.2.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.2.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.2.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.2.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.2.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 4 (2015):  I&E EVENTS ON CAMPUS ==

==GOAL 4.1.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.1.1   Lean Startup April-May (per semester)''

''4.1.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.1.3   Shark Tank event with alumni judges (annually)''

''4.1.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.1.5   TEDx event at CAU (annual event)''

''''

''''

== PRIORITY 4 (2017):  I&E EVENTS ON CAMPUS ==

==GOAL 4.2.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.2.1   Lean Startup April-May (per semester)''

''4.2.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.2.3   Shark Tank event with alumni judges (annually)''

''4.2.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.2.5   TEDx event at CAU (annual event)''
<div><div><div class="aVY aZn" style="position: absolute; overflow: visible; top: 0px; left: 0px; right: 0px; height: 0px; z-index: 2; border-top-width: 1px; border-top-style: solid; border-top-color: rgb(229, 229, 229);"><div class="aZm" style="top: 0px; left: 0px; width: 0px; height: 118px; border-left-width: 1px; border-left-style: solid; border-left-color: rgb(229, 229, 229);"> </div></div></div></div>
 {{#Widget:Youtube|id=6Ct29S7JWc0}}

2017 UIF Video Link

[https://youtu.be/UgbdakioLjM https://youtu.be/UgbdakioLjM] '' ''

== Related Links ==

[[Clark Atlanta University|Clark Atlanta University]]

'''Clark Atlanta University Student Strategies'''

University Innovation Fellows:

[[Allen lee|Allen Lee]]

[[Madisyn Dudley|Madisyn Dudley]]

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Student Priorities|c]]

Priorities:Clark Atlanta University Student Strategies

2017-02-18T20:01:03Z

Allenlee:

'''THE STRATEGIC PLAN TO ESTABLISH A CULTURE OF INNOVATION AND ENTREPRENEURSHIP at Clark Atlanta University'''

==  PRIORITY 1 (2015):   Eradicate information silos that exist  ==

===  GOAL 1.1.0:  Create a movement around sharing information, collaboration across disciplines, and involvement between faculty, students, and alumni. ===

'''Objectives:''' Establish the Innolab as the focal point for all the collaborative efforts through successfully introduce the lab to all stakeholders.  

  ''Directions:''

''1.1.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.1.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 1.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.1.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.1.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 1 (2017):   Reintroduce the Inno Lab to the campus ==

===  GOAL 1.2.0:  Fully develop Innovation Lab activities as a makerspace and design thinking area for students. ===

'''Objectives:''' Establish the Innolab as the focal point for cultivating creative and innovative ideas to be implemented.

 ''Directions:''

''1.2.1 Collaborate with Freshman Seminars and 1st year Business School experience faculty''

''1.2.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 2.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.2.4    Schedule trainning of students in 3D Printing''

''1.2.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 2 (2015):  Increase entrepreneurial collaboration to leverage synergistic activities and funding opportunities ==

=== GOAL 2.1.0: Solicit and secure strategic relationships within the corporate community that support all of CAU's I&E efforts. ===

  '''Objectives'''    Establish CAU as a premiere institution to collaborate with.

''Directions:''

''2.1.1    Establish partnerships with businesses to support innovation and creativity on campus.''

''2.1.2   Create a quarterly “Challenge Drop” where local business would drop off a problem/concern that they are currently facing and have the students submit creative, innovative, solutions that could possibly lead to entrepreneurial opportunities for the students.''

''2.1.3   Develop an Advisory Board and have Corporations strategically advise the center.''

''2.1.4    Invite companies and entrepreneurs to lecture and conduct presentations related to Creativity, and I&E ultimately establishing a lecture series''

 

== PRIORITY 2 (2017):  Increase collaboration between all CAU schools and Innovation Lab ==

=== GOAL 2.2.0: Create relationships with other departments to encourage interdegree collaborations and indetification of students who could benifit from the lab. ===

  '''Objectives'''    Establish training moduals for CIED falculty advisory commitee and all CAU schools to assist faculty to raise awerness about startup oppertuniteis, prototyping, and mentorships the lab has to offer.

''Directions:''

''2.2.1    Establish design training modules''

''2.2.2   Hold informationals about how to identify a students in need of entrepenurial mentorship.''

''2.2.3   Schedule classroom visits to preform 3D printing demos during class times.''

''''

== PRIORITY 3 (2015):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.1.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.1.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.1.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.1.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.1.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.1.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 3 (2017):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.2.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.2.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.2.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.2.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.2.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.2.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 4 (2015):  I&E EVENTS ON CAMPUS ==

==GOAL 4.1.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.1.1   Lean Startup April-May (per semester)''

''4.1.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.1.3   Shark Tank event with alumni judges (annually)''

''4.1.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.1.5   TEDx event at CAU (annual event)''

''''

''''

== PRIORITY 4 (2017):  I&E EVENTS ON CAMPUS ==

==GOAL 4.2.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.2.1   Lean Startup April-May (per semester)''

''4.2.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.2.3   Shark Tank event with alumni judges (annually)''

''4.2.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.2.5   TEDx event at CAU (annual event)''
<div><div><div class="aVY aZn" style="position: absolute; overflow: visible; top: 0px; left: 0px; right: 0px; height: 0px; z-index: 2; border-top-width: 1px; border-top-style: solid; border-top-color: rgb(229, 229, 229);"><div class="aZm" style="top: 0px; left: 0px; width: 0px; height: 118px; border-left-width: 1px; border-left-style: solid; border-left-color: rgb(229, 229, 229);"> </div></div></div></div>
 {{#Widget:Youtube|id=6Ct29S7JWc0}}

2017 UIF Video Link

https://youtu.be/UgbdakioLjM '' ''

== Related Links ==

[[Clark Atlanta University|Clark Atlanta University]]

'''Clark Atlanta University Student Strategies'''

University Innovation Fellows:

[[Allen lee|Allen Lee]]

[[Madisyn Dudley|Madisyn Dudley]]

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Student Priorities|c]]

Priorities:Clark Atlanta University Student Strategies

2017-02-15T16:16:11Z

Allenlee:

'''THE STRATEGIC PLAN TO ESTABLISH A CULTURE OF INNOVATION AND ENTREPRENEURSHIP at Clark Atlanta University'''

==  PRIORITY 1 (2015):   Eradicate information silos that exist  ==

===  GOAL 1.1.0:  Create a movement around sharing information, collaboration across disciplines, and involvement between faculty, students, and alumni. ===

'''Objectives:''' Establish the Innolab as the focal point for all the collaborative efforts through successfully introduce the lab to all stakeholders.  

  ''Directions:''

''1.1.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.1.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 1.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.1.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.1.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 1 (2017):   Reintroduce the Inno Lab to the campus ==

===  GOAL 1.2.0:  Fully develop Innovation Lab activities as a makerspace and design thinking area for students. ===

'''Objectives:''' Establish the Innolab as the focal point for cultivating creative and innovative ideas to be implemented.

 ''Directions:''

''1.2.1 Collaborate with Freshman Seminars and 1st year Business School experience faculty''

''1.2.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 2.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.2.4    Schedule trainning of students in 3D Printing''

''1.2.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 2 (2015):  Increase entrepreneurial collaboration to leverage synergistic activities and funding opportunities ==

=== GOAL 2.1.0: Solicit and secure strategic relationships within the corporate community that support all of CAU's I&E efforts. ===

  '''Objectives'''    Establish CAU as a premiere institution to collaborate with.

''Directions:''

''2.1.1    Establish partnerships with businesses to support innovation and creativity on campus.''

''2.1.2   Create a quarterly “Challenge Drop” where local business would drop off a problem/concern that they are currently facing and have the students submit creative, innovative, solutions that could possibly lead to entrepreneurial opportunities for the students.''

''2.1.3   Develop an Advisory Board and have Corporations strategically advise the center.''

''2.1.4    Invite companies and entrepreneurs to lecture and conduct presentations related to Creativity, and I&E ultimately establishing a lecture series''

 

== PRIORITY 2 (2017):  Increase collaboration between all CAU schools and Innovation Lab ==

=== GOAL 2.2.0: Create relationships with other departments to encourage interdegree collaborations and indetification of students who could benifit from the lab. ===

  '''Objectives'''    Establish training moduals for CIED falculty advisory commitee and all CAU schools to assist faculty to raise awerness about startup oppertuniteis, prototyping, and mentorships the lab has to offer.

''Directions:''

''2.2.1    Establish design training modules''

''2.2.2   Hold informationals about how to identify a students in need of entrepenurial mentorship.''

''2.2.3   Schedule classroom visits to preform 3D printing demos during class times.''

''''

== PRIORITY 3 (2015):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.1.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.1.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.1.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.1.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.1.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.1.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 3 (2017):   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.2.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.2.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.2.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.2.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.2.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.2.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 4 (2015):  I&E EVENTS ON CAMPUS ==

==GOAL 4.1.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.1.1   Lean Startup April-May (per semester)''

''4.1.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.1.3   Shark Tank event with alumni judges (annually)''

''4.1.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.1.5   TEDx event at CAU (annual event)''

''''

''''

== PRIORITY 4 (2017):  I&E EVENTS ON CAMPUS ==

==GOAL 4.2.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.2.1   Lean Startup April-May (per semester)''

''4.2.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.2.3   Shark Tank event with alumni judges (annually)''

''4.2.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.2.5   TEDx event at CAU (annual event)''
<div><div><div class="aVY aZn" style="position: absolute; overflow: visible; top: 0px; left: 0px; right: 0px; height: 0px; z-index: 2; border-top-width: 1px; border-top-style: solid; border-top-color: rgb(229, 229, 229);"><div class="aZm" style="top: 0px; left: 0px; width: 0px; height: 118px; border-left-width: 1px; border-left-style: solid; border-left-color: rgb(229, 229, 229);"> </div></div></div></div>
 {{#Widget:Youtube|id=6Ct29S7JWc0}}

 '' ''

== Related Links ==

[[Clark Atlanta University|Clark Atlanta University]]

'''Clark Atlanta University Student Strategies'''

University Innovation Fellows:

[[Allen lee|Allen Lee]]

[[Madisyn Dudley|Madisyn Dudley]]

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Student Priorities|c]]

School:Clark Atlanta University

2017-02-15T15:18:45Z

Allenlee:

[[File:CAU logo.jpg]]

== Overview ==

     Clark Atlanta University is a comprehensive, private, urban, coeducational institution of higher education with a predominantly African-American heritage. It offers undergraduate, graduate and professional degrees as well as certificate programs to students of diverse racial, ethnic, and socioeconomic backgrounds. The University was established in 1988 through the consolidation of its two parent institutions, Atlanta University (1865), the nation's first institution to award graduate degrees to African Americans, and Clark College (1869) the nation's first four-year liberal arts college to serve a primarily African-American student population.  

      Although Clark Atlanta University is in the early stages of developing an entrepreneurial ecosystem we do offer a few entrepreneurial opportunities. The School of Business at Clark Atlanta University makes great efforts to encourage entrepreneurship efforts of the students. Established within the Clark Atlanta University curriculum, freshman students as well as graduate students are exposed to entrepreneurship through the course which we look to establish across disciplines. Students also participate in various pitch competitions in which they prove their capabilities of establishing a working business model necessary for successful startup. The University also has a Shark tank competition this year which should inspire students and raise the profile of the innovation and entrepreneurship initiatives being enacted by both the UIF members and the Center for Innovation and Entrepreneurship.The development of programs such as LEADWeek, which has a UIF candidate as its Co-chair, has provided students with the opportunity to receive input on the development of self. Moving forward, the primary goal of the team is to integrate the departmental silos on campus in order to usher in a new ecosystem which embraces collaboration, innovation and entrepreneurship. We are very optimistic that we will be successful at raising awareness and participation throughout the course of this school year.

       

== Promoting Student Innovation and Entrepreneurship ==

 2.1 Courses


There are a number of courses offered to undergraduate and graduate students that promote entrepreneurship on campus.

CBUS 380 - Entrepreneurial Thinking

CBUS 381 - Financing Entrepreneurial Ventures

CBUS 382 - Marketing the Entrepreneurial Venture

CBUS 481 - Entrepreneurial Practicum

CBUS 482 Business Law for Entrepreneurs

CBUS 484 Small Business Management
<pre> 2.2 Events</pre>
'''Lead Week '''- is an annual event sponsored by the School of Business which raises awareness in the areas of entrepreneurship, finance, marketing, social media, mass media, innovation and alumni affairs.

'''Capstone Projects'''- Are an integral part of the schools commitment to supporting project based learning. There are a number of capstone projects predominantly in the Arts & Sciences department.

'''Speaker Series-  ''' a few workshops and speakers that promote entrepreneurship. There is a freshman success speaker series along with a case competition workshop that took place this year. In my opinion this is an area that the university can improve on. It would take very little effort to increase the number of events and workshops on campus.

== Regional and Local Development Efforts ==

CAU is currently trying to strengthen its connection with the community in regard to local and regional economic development. The university is committed to working with its stakeholders to build a better community and a better academic institution.

Center for Innovation and Entrepreneurship

Is a new organization headed by entreprenuer David Duncan. The goal of the organization is to assist the student body in promoting innovation and entreprenuership on campus by having a liason between students and staff. This a new venture that looks very promising, so stay tuned!

== Active Support in the University Technology Transfer Function ==

'''The CAU Office of Technology Transfer (T2)-''' is responsible for managing the protection and licensing of CAU discoveries with potential commercial value. By using intellectual property law to protect discoveries with potential commercial value, our office can hopefully encourage interested companies to invest the resources necessary to turn an early stage academic discovery into a commercial product.

'''IP Consulting-  '''Cynthia Parks and Collen Beard are the IP staff on hand to assist students through the process of protecting and developing their ideas and inventions.

'''Faculty Research Council- '''“The Faculty Research Council advises the Vice President Research on matters involving research infrastructure, maintenance of equipment, start-up support for faculty and in general support of standing up a more robust research enterprise at Clark Atlanta University”.

== Encouraging Faculty Innovation and Entrepreneurship ==

'''HBCU Innovation and Entrepreneurship Collaborative- '''The HBCU Collaborative is a cohort of 15 public and private HBCUs that are committed to participating in a multi-year collaboration that will foster innovation, commercialization and entrepreneurship on their respective campuses to improve student success by implementing new institutional courses, transforming faculty pedagogy and creating partnerships with government and private industries. This collaborative will build off the momentum that was established by the 2013 HBCU Innovation Summit held at Stanford University that was co-organized by UNCF, the NSF-funded National Center for Engineering Pathways to Innovation (Epicenter) and the Stanford Center for Professional Development.

== Facilitating University-Industry Collaboration ==

'''Lead Week '''-is an annual event sponsored by the School of Business which raises awareness in the areas of entrepreneurship, finance, marketing, social media, mass media, innovation and alumni affairs. The event bridges the gap between the industry and the University.

'''Corporate Visits'''- There are approximately 25 visits to the School of Business annually to recruit top talent. In addition, over 500 companies participate in the AUC career fairs to recruit students as well. However, the school is working on developing relationships with organizations that are interested in research, innovation and entrepreneurship to enhance the scholastic CAU experience.

The '''AUC Academic and Career Development Organization'''- Has a wide variety of resources for students, listed below.

*On-Campus Recruiting – Students: ([http://www.aucconsortium.org/campus-recruiting/ DDEP Campus Recruiting])
*AUCC DDEP Student Registration: ([http://www.aucconsortium.org/ddep-form AUCC DDEP Student Registration Form])
*Scholarship Opportunities:  ([http://www.aucconsortium.org/scholarship-opportunities/ AUCC DDEP Scholarship Opportunities])
*Engineering Institutions: ([http://www.aucconsortium.org/ddep-history-3/ AUCC Dual Degree Engineering Program – AUCC DDEP)]
*Experience – eRecruiting ([http://www.aucenter.experience.com/ AUC Consortium Experience Site]) Students: For viewing events, information sessions, and applying for student internship and research opportunities.
*Employers/Recruiters: For posting career, summer internships research opportunities and to register events such as career or graduate fair visit: [http://www.aucenter.experience.com/ www.aucenter.experience.com]

 {{#widget:Google Spreadsheet|key=1nQ-Sgj3ogxjk7_vzRuixdtyB0r19E8cic4iK8bHpO1A|width=1300|height=700}}

== Related Links: ==

'''Clark Atlanta University'''

[[Clark Atlanta University Student Strategies|Clark Atlanta University Student Strategies]]

[https://docs.google.com/spreadsheets/d/1nQ-Sgj3ogxjk7_vzRuixdtyB0r19E8cic4iK8bHpO1A/edit#gid=1096064236 Landscape Canvas]

 University Innovation Fellows:

Spring 2017

[[Allen_lee|Allen Lee]]

[[Madisyn_Dudley|Madisyn Dudley]]

Spring 2015

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

Spring 2014

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Universities]]

Fellow:Allen Lee

2017-02-14T18:17:40Z

Allenlee:

Allen is a student at Clark Atlanta University studying computer science and electrical engineering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fuels him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and concepts that solve real world problems and is currently working on obtaining patents for different products. Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. His research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus. He is also a part of the Clark Atlanta Honors program where he has served as Mr. Honor’s program tasked with organizing community service opportunities for the program. Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes campouts and working with younger scouts. He also is a co-founder of a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.[[File:Delete.jpeg]]

Fellow:Allen Lee

2017-02-14T18:16:25Z

Allenlee:

[[File:Delete.jpeg]]Allen is a student at Clark Atlanta University studying computer science and electrical engineering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fuels him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and concepts that solve real world problems and is currently working on obtaining patents for different products. Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. His research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus. He is also a part of the Clark Atlanta Honors program where he has served as Mr. Honor’s program tasked with organizing community service opportunities for the program. Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes campouts and working with younger scouts. He also is a co-founder of a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.

Fellow:Allen Lee

2017-02-14T18:13:13Z

Allenlee:

File:Delete.jpeg

2017-02-14T18:06:09Z

Allenlee:

Fellow:Allen Lee

2017-02-14T18:05:35Z

Allenlee:

[[File:AAEAAQAAAAAAAAIbAAAAJDRjNzZlNDFjLWUxMGQtNDk0NC05NzNhLTM5YTNiNTBlM2NhYg]]Allen is a student at Clark Atlanta University studying computer science and electrical enginnering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fules him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and conepts the solve real world problems and is currently working on obtaining patents for differnet products. Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. His research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus. He is also a part of the Clark Atlanta Honors program where he has served as Mr. Honors program tasked with organizing community service oppertunites for the program. Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes cmpouts and working with younger scouts. He also is a co-founderof a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.  [[File:Delete]]

File:Downloads.jpeg

2017-02-14T18:01:36Z

Allenlee:

Priorities:Clark Atlanta University Student Strategies

2017-02-09T05:09:23Z

Allenlee:

'''THE STRATEGIC PLAN TO ESTABLISH A CULTURE OF INNOVATION AND ENTREPRENEURSHIP AT Clark Atlanta University'''

==  PRIORITY 1:   Eradicate information silos that exist  ==

===  GOAL 1.0:  Create a movement around sharing information, collaboration across disciplines, and involvement between faculty, students, and alumni. ===

'''Objectives:''' Establish the Innolab as the focal point for all the collaborative efforts through successfully introduce the lab to all stakeholders.  

  ''Directions:''

''1.1.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.1.2   Develop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 1.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.1.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.1.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

''Update:1.2.0''

''1.2.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.2.2   Reach out to department heads to spark an intrest in Innovation Center''

''1. 2.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.2.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.2.5    Continue to conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 2:  Increase entrepreneurial collaboration to leverage synergistic activities and funding opportunities ==

=== GOAL 2.0: Solicit and secure strategic relationships within the corporate community that support all of CAU's I&E efforts. ===

  '''Objectives'''    Establish CAU as a premiere institution to collaborate with.

''Directions:''

''2.1.1    Establish partnerships with businesses to support innovation and creativity on campus.''

''2.1.2   Create a quarterly “Challenge Drop” where local business would drop off a problem/concern that they are currently facing and have the students submit creative, innovative, solutions that could possibly lead to entrepreneurial opportunities for the students.''

''2.1.3   Develop an Advisory Board and have Corporations strategically advise the center.''

''2.1.4    Invite companies and entrepreneurs to lecture and conduct presentations related to Creativity, and I&E ultimately establishing a lecture series''

 

== PRIORITY 3:   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.1.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.1.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.1.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.1.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.1.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 4:  I&E EVENTS ON CAMPUS ==

==GOAL 4.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.1.1   Lean Startup April-May (per semester)''

''4.1.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.1.3   Shark Tank event with alumni judges (annually)''

''4.1.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.1.5   TEDx event at CAU (annual event)''
<div><div><div class="aVY aZn" style="position: absolute; overflow: visible; top: 0px; left: 0px; right: 0px; height: 0px; z-index: 2; border-top-width: 1px; border-top-style: solid; border-top-color: rgb(229, 229, 229);"><div class="aZm" style="top: 0px; left: 0px; width: 0px; height: 118px; border-left-width: 1px; border-left-style: solid; border-left-color: rgb(229, 229, 229);"> </div></div></div></div>
 {{#Widget:Youtube|id=6Ct29S7JWc0}}

 '' ''

== Related Links ==

[[Clark Atlanta University|Clark Atlanta University]]

'''Clark Atlanta University Student Strategies'''

University Innovation Fellows:

[[Allen_lee|Allen Lee]]

[[Madisyn_Dudley|Madisyn Dudley]]

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Student Priorities|c]]

Priorities:Clark Atlanta University Student Strategies

2017-02-09T04:51:59Z

Allenlee:

'''THE STRATEGIC PLAN TO ESTABLISH A CULTURE OF INNOVATION AND ENTREPRENEURSHIP AT Clark Atlanta University'''

==  PRIORITY 1:   Eradicate information silos that exist  ==

===  GOAL 1.0:  Create a movement around sharing information, collaboration across disciplines, and involvement between faculty, students, and alumni. ===

'''Objectives:''' Establish the Innolab as the focal point for all the collaborative efforts through successfully introduce the lab to all stakeholders.  

  ''Directions:''

''1.1.1 Promote a culture of student, faculty, and staff involvement in innovation and entrepreneurship.''

''1.1.2   Ddevelop a marketing plan that promotes the use of the Innovation Center among internal and external stakeholders.''

''1. 1.3   Capitalize on the Media outlets that are currently at CAU’s disposal to brand the Innovation Center; such as the Atlanta University Center Digest (newspaper), The Panther (newspaper), CAU’s Award Winning Jazz Radio Station, and all the social media platforms that are already established by CAU.''

''1.1.4    Develop an I&E annual campaign specifically targeted to alumni, asking for their support and resources to include time, and talent.''

''1.1.5    Conduct Informational sessions for the professors within each department that outline our purpose, mission, and how to effectively utilize the InnoLab, and promote the use among their students. For the long term make the informational sessions publicity sessions.'''

== PRIORITY 2:  Increase entrepreneurial collaboration to leverage synergistic activities and funding opportunities ==

=== GOAL 2.0: Solicit and secure strategic relationships within the corporate community that support all of CAU's I&E efforts. ===

  '''Objectives'''    Establish CAU as a premiere institution to collaborate with.

''Directions:''

''2.1.1    Establish partnerships with businesses to support innovation and creativity on campus.''

''2.1.2   Create a quarterly “Challenge Drop” where local business would drop off a problem/concern that they are currently facing and have the students submit creative, innovative, solutions that could possibly lead to entrepreneurial opportunities for the students.''

''2.1.3   Develop an Advisory Board and have Corporations strategically advise the center.''

''2.1.4    Invite companies and entrepreneurs to lecture and conduct presentations related to Creativity, and I&E ultimately establishing a lecture series''

 

== PRIORITY 3:   Establish Innovation fellows advisory committee for CAU ==

===   GOAL 3.0:  To have create a continuous improvement process for future UIF to follow and to create and avenue for faculty involvement. ===

'''Objective   Simplify the UIF Landscape process through providing a clear roadmap for new UIF members.'''

 ''Directions:''

''3.1.1    Select a combination of Faculty, Staff, Students and Administrators whose responsibility is to bridge the gap between the transition of old fellows and new incoming fellow and continue/support the momentum of what the previous UIF students have initiated.''

''3.1.2     Advisory Committee will be responsible for preserving the long term strategic plan developed by the UIF and landscape.''

''3.1.3   Support creative problem solving/provide practical experience from corporation Sponsorships for intellectual property''

''3.1.4   The advisory committee should be voted on and approved by students, on an annual basis. ''

''3.1.5   The committee should consist of faculty, entreprenuers, educators and current or past UIF members.''

== PRIORITY 4:  I&E EVENTS ON CAMPUS ==

==GOAL 4.0:== Develop an environment of innovation and creativity through providing resources and events that cultivate entrepreneurship and creativity.

'''Objective''' Host annual and semi-annual events that provide direction and feedback to students.

 ''Directions:''

''4.1.1   Lean Startup April-May (per semester)''

''4.1.2   Launch a hack-a-thon for students and invite local Universities (annually)''

''4.1.3   Shark Tank event with alumni judges (annually)''

''4.1.4    MBA disciplined workshops for non-business students (twice a semester)''

''4.1.5   TEDx event at CAU (annual event)''
<div><div><div class="aVY aZn" style="position: absolute; overflow: visible; top: 0px; left: 0px; right: 0px; height: 0px; z-index: 2; border-top-width: 1px; border-top-style: solid; border-top-color: rgb(229, 229, 229);"><div class="aZm" style="top: 0px; left: 0px; width: 0px; height: 118px; border-left-width: 1px; border-left-style: solid; border-left-color: rgb(229, 229, 229);"> </div></div></div></div>
 {{#Widget:Youtube|id=6Ct29S7JWc0}}

 '' ''

== Related Links ==

[[Clark Atlanta University|Clark Atlanta University]]

'''Clark Atlanta University Student Strategies'''

University Innovation Fellows:

[[Allen_lee|Allen Lee]]

[[Madisyn_Dudley|Madisyn Dudley]]

[[/Damon Willis|Damon Willis]]

[[/Tiffany Mitchell|Tiffany Mitchell]]

[[Ariel rogers|Ariel Rogers]]

[[Aaron Chambers|Aaron Chambers]]

[[Lionel Cross Jr.|Lionel Cross Jr.]]

[[Category:Student Priorities|c]]

Resource:How to design and teach a student-led course on campus

2017-01-07T23:11:12Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of it since they are the ones who will be taking the course. Learning should be democratized so gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off course on your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:08:57Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of it since they are the ones who will be taking the course. Learning should be democratized so gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off course on your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:08:31Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gainig the Support You Need ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of it since they are the ones who will be taking the course. Learning should be democratized so gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off course on your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:08:10Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
= Gainig the Support You Need =

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of it since they are the ones who will be taking the course. Learning should be democratized so gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off course on your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:06:10Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of it since they are the ones who will be taking the course. Learning should be democratized so gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off course on your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:05:03Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team == Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality. 

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality. 

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:04:34Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team == Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality. 

== Networking and contacting influential people ==

Networking is not always about contacting as many people as possible. Sometimes, it’s about contacting the right people. Faculty are the first people who spring to mind when we think about designing a course. However, they have limited ability to actually get your program off the ground. Aim bigger! Go straight to the administration. People like the Dean of Academic Affairs, the Dean of Studies, and the Dean of External Affairs will have the authority to approve your project and connect you with possible funders.

On the topic of funding, once again, check your initial impulse on who you might contact and how you may go about raising funds. Think about what kinds of people might have money to willingly donate in support of your vision. One excellent group is alumni. Contact your Dean of External Affairs and ask them to put you in contact with wealthy alumni who have a history of donating to the school. Contact your Econ professors and see if they know any entrepreneurial alumni that have gone on to create successful startups. These alumni will have money, and will also immediately recognize the value of your venture.

If you plan to have influential people come and speak for your class, the “shotgun method”, or cold calling, can come in handy. Send out “template letters” (emails with the exact same content, but with names changed) to as many interesting people as possible, and you are guaranteed to get at least a few positive replies.Finally, enlist a few faculty to help out with logistics and to act as mavens who will provide important contacts.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:03:41Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Networking and contacting influential people ==

Networking is not always about contacting as many people as possible. Sometimes, it’s about contacting the right people. Faculty are the first people who spring to mind when we think about designing a course. However, they have limited ability to actually get your program off the ground. Aim bigger! Go straight to the administration. People like the Dean of Academic Affairs, the Dean of Studies, and the Dean of External Affairs will have the authority to approve your project and connect you with possible funders.

On the topic of funding, once again, check your initial impulse on who you might contact and how you may go about raising funds. Think about what kinds of people might have money to willingly donate in support of your vision. One excellent group is alumni. Contact your Dean of External Affairs and ask them to put you in contact with wealthy alumni who have a history of donating to the school. Contact your Econ professors and see if they know any entrepreneurial alumni that have gone on to create successful startups. These alumni will have money, and will also immediately recognize the value of your venture.

If you plan to have influential people come and speak for your class, the “shotgun method”, or cold calling, can come in handy. Send out “template letters” (emails with the exact same content, but with names changed) to as many interesting people as possible, and you are guaranteed to get at least a few positive replies.Finally, enlist a few faculty to help out with logistics and to act as mavens who will provide important contacts.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:01:56Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Networking and contacting influential people ==

Networking is not always about contacting as many people as possible. Sometimes, it’s about contacting the right people. Faculty are the first people who spring to mind when we think about designing a course. However, they have limited ability to actually get your program off the ground. Aim bigger! Go straight to the administration. People like the Dean of Academic Affairs, the Dean of Studies, and the Dean of External Affairs will have the authority to approve your project and connect you with possible funders.

On the topic of funding, once again, check your initial impulse on who you might contact and how you may go about raising funds. Think about what kinds of people might have money to willingly donate in support of your vision. One excellent group is alumni. Contact your Dean of External Affairs and ask them to put you in contact with wealthy alumni who have a history of donating to the school. Contact your Econ professors and see if they know any entrepreneurial alumni that have gone on to create successful startups. These alumni will have money, and will also immediately recognize the value of your venture.

If you plan to have influential people come and speak for your class, the “shotgun method”, or cold calling, can come in handy. Send out “template letters” (emails with the exact same content, but with names changed) to as many interesting people as possible, and you are guaranteed to get at least a few positive replies.Finally, enlist a few faculty to help out with logistics and to act as mavens who will provide important contacts.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:01:41Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Networking and contacting influential people ==

Networking is not always about contacting as many people as possible. Sometimes, it’s about contacting the right people. Faculty are the first people who spring to mind when we think about designing a course. However, they have limited ability to actually get your program off the ground. Aim bigger! Go straight to the administration. People like the Dean of Academic Affairs, the Dean of Studies, and the Dean of External Affairs will have the authority to approve your project and connect you with possible funders.

On the topic of funding, once again, check your initial impulse on who you might contact and how you may go about raising funds. Think about what kinds of people might have money to willingly donate in support of your vision. One excellent group is alumni. Contact your Dean of External Affairs and ask them to put you in contact with wealthy alumni who have a history of donating to the school. Contact your Econ professors and see if they know any entrepreneurial alumni that have gone on to create successful startups. These alumni will have money, and will also immediately recognize the value of your venture.

If you plan to have influential people come and speak for your class, the “shotgun method”, or cold calling, can come in handy. Send out “template letters” (emails with the exact same content, but with names changed) to as many interesting people as possible, and you are guaranteed to get at least a few positive replies.Finally, enlist a few faculty to help out with logistics and to act as mavens who will provide important contacts.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:00:59Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

'''Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.'''

== Networking and contacting influential people ==

Networking is not always about contacting as many people as possible. Sometimes, it’s about contacting the right people. Faculty are the first people who spring to mind when we think about designing a course. However, they have limited ability to actually get your program off the ground. Aim bigger! Go straight to the administration. People like the Dean of Academic Affairs, the Dean of Studies, and the Dean of External Affairs will have the authority to approve your project and connect you with possible funders.

On the topic of funding, once again, check your initial impulse on who you might contact and how you may go about raising funds. Think about what kinds of people might have money to willingly donate in support of your vision. One excellent group is alumni. Contact your Dean of External Affairs and ask them to put you in contact with wealthy alumni who have a history of donating to the school. Contact your Econ professors and see if they know any entrepreneurial alumni that have gone on to create successful startups. These alumni will have money, and will also immediately recognize the value of your venture.

If you plan to have influential people come and speak for your class, the “shotgun method”, or cold calling, can come in handy. Send out “template letters” (emails with the exact same content, but with names changed) to as many interesting people as possible, and you are guaranteed to get at least a few positive replies.Finally, enlist a few faculty to help out with logistics and to act as mavens who will provide important contacts.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Resource:How to design and teach a student-led course on campus

2017-01-07T23:00:27Z

Allenlee:

Students usually navigate the higher education system as passive viewers, believing it to be a rigid system of defined rules and structure that is not responsive to the forces of their inputs and desires. The truth is quite the opposite, each higher education institution is malleable under the force of its students’ ideas and inclinations. This idea of educational programs that can be transformed by the students themselves is progressively gaining traction as institutions try to innovate and reimagine a more democratized education relevant to the 21st century.

One of the best and most direct ways for students to influence their own education is by having them design and lead their own class. In this guide we provide an outline of a plan to create a student-led class on your own campus as well as some tips and tricks from individuals with past relevant experience.
<div> </div>
== Gaining support and finding the right team ==

Reaching out to faculty at your institution who are interested in your success and the success of the course are great sources of support. Student support is also a big part of the process since they are the ones who will be taking the course. Learning should be democratized because gaining feedback as to what students want to learn on your campus is the first step. Ways to find support from your peers can include using Google polls and forums to get a sense of what kind of courses they would want and the possible times that would work best for the most amount of students. Your team should consist of the faculty of your choosing and other students who share your common end goal. When choosing faculty members to help make your course a reality, making sure they are willing to provide advice while not trying to change the core concept of your course is key. Do not be afraid to set boundaries so that you do not go off track from your original goal. Everyone on your team should understand and believe in the goal of the course and be willing to put in the work to make it a reality.

== Networking and contacting influential people ==

Networking is not always about contacting as many people as possible. Sometimes, it’s about contacting the right people. Faculty are the first people who spring to mind when we think about designing a course. However, they have limited ability to actually get your program off the ground. Aim bigger! Go straight to the administration. People like the Dean of Academic Affairs, the Dean of Studies, and the Dean of External Affairs will have the authority to approve your project and connect you with possible funders.

On the topic of funding, once again, check your initial impulse on who you might contact and how you may go about raising funds. Think about what kinds of people might have money to willingly donate in support of your vision. One excellent group is alumni. Contact your Dean of External Affairs and ask them to put you in contact with wealthy alumni who have a history of donating to the school. Contact your Econ professors and see if they know any entrepreneurial alumni that have gone on to create successful startups. These alumni will have money, and will also immediately recognize the value of your venture.

If you plan to have influential people come and speak for your class, the “shotgun method”, or cold calling, can come in handy. Send out “template letters” (emails with the exact same content, but with names changed) to as many interesting people as possible, and you are guaranteed to get at least a few positive replies.Finally, enlist a few faculty to help out with logistics and to act as mavens who will provide important contacts.

== Raising awareness about the course ==

It is important that people are aware and interested in enrolling in the course. Some of the best methods of spreading awareness are digital – use social media and other online resources to expose students to the class. Think about where it is that most students would take the time to read about something happening on their campus, Facebook groups endorsed by your university are a natural choice for putting a message out that is seen by many students and showing legitimacy. Make sure to reduce the core message about the course to its smallest size and think about the most eye catching way to present it (in a video, a picture with a caption, etc) so that students are sure to notice it and process the message before losing interest.

== New innovative education style ==

Innovative ideas to shape the higher education system are being formed worldwide. This is due to an increase in class sizes leading to a decrease in learning capacity among students. A new form of education that various universities are experimenting with is a program that flows with what the students want. There is also an issue with the assessment aspect of current programs, relying on the flawed test based system, that does not entice students to join the course, but instead turns students away. New programs concentrate more on feedback based alternatives. Many innovative ideas can be developed in order to overcome the hard task of providing individual feedback within a large group of students. Sean has introduced ideas such as simply attendance “check” questions and reviewing group class presentations. He also mentioned a more time constraining concept of individual check-in meeting between students and support staff. Finally, there was a possible concept of students blogging throughout the duration of the course on subjects covered by the course. This provides a proof of attendance and understanding, as well as acting as a form of advertisement or outreach to promote the course.

== Sustainability ==

To make a lasting impact on your campus, the course also has to be sustainably offered to the students, and improve with the feedback of students and faculty. Since your leadership circle will leave the campus at a certain point, after success of the course the first or second term it was offered, it is time to pass the baton to the next leadership circle. Students should always take an active role in inviting speakers, designing curriculum, and organizing the course. In a similar format as the pilot course, students will cooperate with faculties when designing the course, but the opportunity of creativity should be reserved for the students. It is important to strike a balance between the inputs from the faculties and from the students, so that the course can be sustainably offered in subsequent semesters.
<div> </div>

Fellow:Allen Lee

2017-01-07T20:03:28Z

Allenlee:

Allen is a student at Clark Atlanta University studying computer science and electrical enginnering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fules him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and conepts the solve real world problems and is currently working on obtaining patents for differnet products.

Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. His research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus. He is also a part of the Clark Atlanta Honors program where he has served as Mr. Honors program tasked with organizing community service oppertunites for the program.

Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes cmpouts and working with younger scouts. He also is a co-founderof a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.

Fellow:Allen Lee

2017-01-07T18:20:41Z

Allenlee:

Allen is a student at Clark Atlanta University studying computer science and electrical enginnering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fules him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and conepts the solve real world problems and is currently working on obtaining patents for differnet products.

Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. His research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus. He is also a part of the Clark Atlanta Honors program where he has served as Mr. Honors program tasked with organizing community service oppertunites for the program.

Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes cmpouts and working with younger scouts. He also is a co-founderof a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.

 

Fellow:Allen Lee

2017-01-07T02:32:48Z

Allenlee:

Allen is a student at Clark Atlanta University studying computer science and electrical enginnering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fules him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and conepts the solve real world problems and is currently working on obtaining patents for differnet products.

Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. Her research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus.

Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes cmpouts and working with younger scouts. He also is a co-founderof a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.

 

Fellow:Allen Lee

2017-01-07T02:25:00Z

Allenlee:

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Fellow:Allen Lee

2017-01-07T02:24:32Z

Allenlee: Blanked the page

Fellow:Allen Lee

2017-01-07T02:24:21Z

Allenlee:

Fellow:Allen Lee

2017-01-07T02:22:54Z

Allenlee:

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Allen is a student at Clark Atlanta University studying computer science and electrical enginnering from Lafayette, Louisiana. He currently works in the research labs at Clark Atlanta experimenting with additive manufacturing and rapid prototyping. His love for STEM often fules him to do outreach work with children by tutoring them in early learning of STEM fields. He loves coming up with new ideas and conepts the solve real world problems and is currently working on obtaining patents for differnet products.

Allen is also a teaching assistant as well as a research assistant under Dr. Olugbemiga Olatidoye. Her research involves studying the transfer of kinetic energy into electrical energy as well as augmented reality. He is a part of the CAU Visualization Development Team whose mission is to use augmented reality to aid cosmetic design changes throughout her campus.

Outside of schooling Allen loves to be outdoors and experience new things as much as possible. As an eagle scout he still likes cmpouts and working with younger scouts. He also is a co-founderof a program called VISION where he provides mentorship to high school and incoming freshman students. His program teaches skills from ACT prep to how to survive your first year in college.

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Fellow:Allen Lee

2017-01-07T02:21:50Z

Allenlee:

Fellow:Allen Lee

2017-01-07T02:20:52Z

Allenlee:

Fellow:Allen Lee

2017-01-07T02:16:46Z

Allenlee: Created page with "<parsererror style="display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black"> === This page contains ..."