University Innovation Fellows - User contributions [en]

Priorities:University of Chicago Student Priorities

2015-02-01T19:26:51Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

=== Focus Group Discussions for Peer Support and Idea Exchange ===

The advantage of collaborative, peer-supported discussions is that it brings together groups of people with common interests and aspirations, who will share information and exchange ideas on a specific and focused topic. Young entrepreneurs will be broken down into small focus groups and hold weekly meetings. Although there are many entrepreneurship competitions on campus, such as Phoenix Pitch and 3-day startup, there are not many opportunities for students to receive comments or critiques on their ideas and plans, hence the small group discussions will facilitate peer evaluation and enable students to practice and hone their ideas before any competitions. Developing strategies together with peers will catalyze strategy development for each individual. Through the group interactions, students will learn from each others' perspectives and experiences, and at the same time deepen friendship and encourage creativity. We could also collaborate with Edge UChicago, a student entrepreneurship organization that has more focus on the business and economic side of entrepreneurship, so that we could further broaden the member base to include students from various academic background. 

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. Starting from this or next year, the large-sclae will be organized annually to bring together leaders in the entrepreneurial field to celebrate innovation and creativity. 

=== Alumni Seminar Series ===

In complement of the Alumni Entrepreneur Panel event, the seminar series brings successful alumni entrepreneurs who share their personal and professional experiences in a lecture or presentation style. Each talk will emphasize on one specific entrepreneurship topic to set focus on common areas of interest. This program also serves as a continuation of the Science Innovation Program. After equipping students with the necessary entrepreneurial knowledge, skills and mindset, the seminar series seek to provide concrete examples of successful startup business models. Learning real-world examples is imperative to success as students can understand the applications of entrepreneurial ideas and business plans in the market condition and environment. 

Priorities:University of Chicago Student Priorities

2015-02-01T19:17:45Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

=== Focus Group Discussions for Peer Support and Idea Exchange ===

The advantage of collaborative, peer-supported discussions is that it brings together groups of people with common interests and aspirations, who will share information and exchange ideas on a specific and focused topic. Young entrepreneurs will be broken down into small focus groups and hold weekly meetings. Although there are many entrepreneurship competitions on campus, such as Phoenix Pitch and 3-day startup, there are not many opportunities for students to receive comments or critiques on their ideas and plans, hence the small group discussions will facilitate peer evaluation and enable students to practice and hone their ideas before any competitions. Developing strategies together with peers will catalyze strategy development for each individual. Through the group interactions, students will learn from each others' perspectives and experiences, and at the same time deepen friendship and encourage creativity. We could also collaborate with Edge UChicago, a student entrepreneurship organization that has more focus on the business and economic side of entrepreneurship, so that we could further broaden the member base to include students from various academic background. 

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

In complement of the Alumni Entrepreneur Panel event, the seminar series brings successful alumni entrepreneurs who share their personal and professional experiences in a lecture or presentation style. Each talk will emphasize on one specific entrepreneurship topic to set focus on common areas of interest. This program also serves as a continuation of the Science Innovation Program. After equipping students with the necessary entrepreneurial knowledge, skills and mindset, the seminar series seek to provide concrete examples of successful startup business models. Learning real-world examples is imperative to success as students can understand the applications of entrepreneurial ideas and business plans in the market condition and environment. 

Priorities:University of Chicago Student Priorities

2015-02-01T19:16:50Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

== Focus Group Discussions for Support and Idea Exchange ==

The advantage of collaborative, peer-supported discussions is that it brings together groups of people with common interests and aspirations, who will share information and exchange ideas on a specific and focused topic. Young entrepreneurs will be broken down into small focus groups and hold weekly meetings. Although there are many entrepreneurship competitions on campus, such as Phoenix Pitch and 3-day startup, there are not many opportunities for students to receive comments or critiques on their ideas and plans, hence the small group discussions will facilitate peer evaluation and enable students to practice and hone their ideas before any competitions. Developing strategies together with peers will catalyze strategy development for each individual. Through the group interactions, students will learn from each others' perspectives and experiences, and at the same time deepen friendship and encourage creativity. We could also collaborate with Edge UChicago, a student entrepreneurship organization that has more focus on the business and economic side of entrepreneurship, so that we could further broaden the member base to include students from various academic background. 

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

In complement of the Alumni Entrepreneur Panel event, the seminar series brings successful alumni entrepreneurs who share their personal and professional experiences in a lecture or presentation style. Each talk will emphasize on one specific entrepreneurship topic to set focus on common areas of interest. This program also serves as a continuation of the Science Innovation Program. After equipping students with the necessary entrepreneurial knowledge, skills and mindset, the seminar series seek to provide concrete examples of successful startup business models. Learning real-world examples is imperative to success as students can understand the applications of entrepreneurial ideas and business plans in the market condition and environment.

Priorities:University of Chicago Student Priorities

2015-02-01T19:16:39Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

=== Focus Group Discussions for Support and Idea Exchange ===

The advantage of collaborative, peer-supported discussions is that it brings together groups of people with common interests and aspirations, who will share information and exchange ideas on a specific and focused topic. Young entrepreneurs will be broken down into small focus groups and hold weekly meetings. Although there are many entrepreneurship competitions on campus, such as Phoenix Pitch and 3-day startup, there are not many opportunities for students to receive comments or critiques on their ideas and plans, hence the small group discussions will facilitate peer evaluation and enable students to practice and hone their ideas before any competitions. Developing strategies together with peers will catalyze strategy development for each individual. Through the group interactions, students will learn from each others' perspectives and experiences, and at the same time deepen friendship and encourage creativity. We could also collaborate with Edge UChicago, a student entrepreneurship organization that has more focus on the business and economic side of entrepreneurship, so that we could further broaden the member base to include students from various academic background. 

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

In complement of the Alumni Entrepreneur Panel event, the seminar series brings successful alumni entrepreneurs who share their personal and professional experiences in a lecture or presentation style. Each talk will emphasize on one specific entrepreneurship topic to set focus on common areas of interest. This program also serves as a continuation of the Science Innovation Program. After equipping students with the necessary entrepreneurial knowledge, skills and mindset, the seminar series seek to provide concrete examples of successful startup business models. Learning real-world examples is imperative to success as students can understand the applications of entrepreneurial ideas and business plans in the market condition and environment.

Priorities:University of Chicago Student Priorities

2015-02-01T09:54:55Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

=== Small Group Discussions for Support and Idea Exchange ===

We believe that practice makes perfect, so before students 

students learn from each other's perspectives and experiences through small group discussions. 

peer review format

support groups

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

In complement of the Alumni Entrepreneur Panel event, the seminar series brings successful alumni entrepreneurs who share their personal and professional experiences in a lecture or presentation style. Each talk will emphasize on one specific entrepreneurship topic to set focus on common areas of interest. This program also serves as a continuation of the Science Innovation Program. After equipping students with the necessary entrepreneurial knowledge, skills and mindset, the seminar series seek to provide concrete examples of successful startup business models. Learning real-world examples is imperative to success as students can understand the applications of entrepreneurial ideas and business plans in the market condition and environment.

Priorities:University of Chicago Student Priorities

2015-02-01T09:43:53Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

=== Small Group Discussions for Support and Idea Exchange ===

We believe that practice makes perfect, so before students 

students learn from each other's perspectives and experiences through small group discussions. 

peer review format

support groups

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

Priorities:University of Chicago Student Priorities

2015-02-01T09:38:26Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

=== Small Group Discussions for Support and Idea Exchange ===

We believe that practice makes perfect, so before students 

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

Priorities:University of Chicago Student Priorities

2015-02-01T09:29:22Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

The panel will feature a panel of distinguished alumni entrepreneurs from diverse academic backgrounds, showcasing the myriads of possibilities for University of Chicago graduates. Alumni will share their entrepreneurial experiences in a more personal way, directly addressing questions or concerns from student participants. Students can learn from the challenges and difficulties the alumni have faced, as well as their aspirations and key to success. The primary information can offer a more comprehensive perspective about the entrepreneurial environment, which can enhance students' understanding of specific entrepreneurship topics. The informal and intimate panel session also encourages students to freely join in discussions to mingle with alumni and establish connections. 

=== Alumni Seminar Series ===

Priorities:University of Chicago Student Priorities

2015-02-01T09:12:32Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and [http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

Priorities:University of Chicago Student Priorities

2015-02-01T09:12:15Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and[http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

=== Alumni Entrepreneur Panel and Networking Event ===

Priorities:University of Chicago Student Priorities

2015-02-01T09:11:17Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and[http://entrepreneurship.uchicago.edu/portfolio.html many more]. By giving students insights from their own experience, alumni can help students better identify and make full use the resources available on campus. Our goal is to connect the broad alumni base to provide networking, mentorship and education opportunities for undergraduate entrepreneurs, so that they can unleash their entrepreneurial dreams with vision, knowledge and support. 

Priorities:University of Chicago Student Priorities

2015-02-01T09:08:07Z

Azhangkt:

= Overview =

The University of Chicago is currently in the process of expanding and refining its entrepreneurial ecosystem, and there have been numerous exciting developments in the recent year. In order to further this growth as students, we have devised a "bottom-up" approach, in constrast to the university's "top-down" approach of building infrastructure and implementing major changes, that takes into account the needs and expectations of the student body. Below we indicate major priorities for our university in improving its entrepreneurial ecosystem, which we believe will yield many long-term benefits.

In our analysis of the various innovation and entrepreneurship (I&E) resources available to members of the university, we noted two major areas for improvement: introducing students of all disciplines to the importance and relevance of I&E, and providing the appropriate resources to help students work on entrepreneurial projects in their domain of interest. Programming and resources that address these needs already exist for graduate students and faculty members, but they do not yet for undergraduate students. We believe that such changes in the I&E ecosystem can be accomplished within the reasonable time span of one to three years because they already do for other members of the university.

= Goal 1: Expose students to the importance and value of I&E =

In our conversations with members of the student body from different backgrounds and academic disciplines, we uncovered a common theme: students generally do not understand the relevance of entrepreneurship to their professional interests. Some students remarked that the I&E programs and events offered by the university are often "self-selecting" in that the students who participate in such programs are more often than not in these programs because they have already built up an interest in entrepreneurship and are not participating in these offerings to explore entrepreneurship. This self-selection leads to the I&E ecosystem consisting largely of students in areas like economics and computer science and ultimately shapes the programming to be more directed to the interests of members of these segments of the student body.

== Project 1: Implement programs that cater to problem solvers rather than entrepreneurs ==

For many non-entrepreneurial students at the University of Chicago, the word "entrepreneurship" is associated with things like business and technology. While entrepreneurship is not intrinsically tied with either of these concepts, this strong association leads to many students not being interested in getting involved in entrepreneurial opportunities. A broad solution to this problem would be to expose these students to how entrepreneurship is relevant to their experiences and interests. We are currently implementing a program that is a specific variant of this solution directed towards undergraduate science majors.

=== Science Innovation Program ===

The Science Innovation Program is a two-quarter training program designed to help science and engineering undergraduates apply their knowledge and develop the entrepreneurial skills and knowledge that they need to come up with good business ideas to solve important social issues like healthcare and pollution, and create successful startup companies around these ideas. In the first quarter of the program, members of the program will attend four biweekly workshops led by professors from the Booth School of Business and entrepreneurs from Chicago-based startups where they will learn the essentials of coming up with new ideas, assessing the practicality and feasibility of their ideas, developing a business plan for their idea, and implementing their business plan. In the second quarter of the program, members will then have the opportunity to formulate their own ideas for scientific inventions, create a business plans for these ideas, and pitch these ideas to a panel of investors and professors, who will evaluate and give feedback on these proposals. The program has been designed specifically to help students who are majoring in the sciences and engineering, and have little to no background in either entrepreneurship or business. Furthermore, students are not expected to have their own business ideas prior to participating in the program.

Project Lead: Klevin Lo

Team Members: Spring 2015 UIF University of Chicago Candidates

== Project 2: Introduce examples of I&E in classrooms ==

The University of Chicago is notorious for its association with the quote "That's all well and good in practice, but how does it work in theory?" The university embodies an ethods of prioritizing theoretical, academic pursuits over the practical applications of the ideas from these pursuits. As such, there is a dearth of entrepreneurial concepts presented in the course work. Science courses typically focus on scientific discoveries conducted in academic and institutional laboratories, and eschew discussion of the real-world applications of research in producing life-saving cures. Companies are occassionally mentioned in the Cancer Biology course, but little elaboration is given on the entrepreneurship involved in developing medicine and treatments.

=== Petitioning for Increased Discussion of Entrepreneurship in Classes ===

Mentioning technological developments and startups is doable for most disciplines. In Public Policy courses, there are instances in which it would be useful to bring up budding non-profit organizations and social entrepreneurship startups that seek to make major social impact. In Physics courses, there will be occasions in which it is possible to bring up exciting companies like Tesla or D-Wave, which implement concepts from mechanics, electricity, and quantum physics in their technologies. In Linguistics courses, there are opportunities to mention innovative voice and language recognition technologies that are changing many different aspects of how humans communicate and interface with their electronic devices. Exposure to innovation and entrepreneurial ventures in a student's discipline can have an important impact on them and open up their mind to getting involved in an entrepreneurial career. Incorporating more mentioning and discussion of I&E in classrooms can be achieved by petitioning to professors.

Project Lead: TBD

= Goal 2: Help students come up with entrepreneurial ideas and bring them to life =

Another common concern amongst members of the student body is a lack of resources that help students who are interested in entrepreneurship come up with new ideas, or ideate. While it is impossible to tell people how to come up with the next billion-dollar technology idea, it is possible to give students a better perspective on what makes good ideas good and help them identify problems and determine the possible solutions to such problems.

= Goal 3: Provide resources to students to build up their ideas =

In the sciences, entrepreneurial ideas often require more than an incubator space with WiFi and desks. Products like medical devices or novel synthetic materials require a lab bench with suitable chemicals and equipment to prototype and test these ideas.

= Goal 4: Highlight on-campus entrepreneurship =

Another way of strengthening the I&E ecosystem at the University of Chicago is by making the entrepreneurial sucesses of alumni and current students more apparent and creating campus-wide events to celebrate the innovations of the members of the university.

== Project 1: Connect alumni entrepreneurs with current undergraduates ==

Alumni participation is a critical component of the University of Chicago entrepreneurial spirit. The university prides itself on the vibrant community that cultivates many successful entrepreneurs, which led to the success of myriads of startup companies such as Strikingly, GrubHub, Moneythink and[http://entrepreneurship.uchicago.edu/portfolio.html many more]. By providing students with insights from their own experience, alumni can help students better identify and make full use the resources available on campus. 

School:University of Chicago

2015-01-26T00:58:27Z

Azhangkt:

= Overview =

The University of Chicago is a prestigious private research university located in Chicago, Illinois. The university consists of one undergraduate College, five graduate divisions, six professional schools, and the Graham School of Continuing Liberal Arts and Professional Studies. The university has an undergraduate student body of 5,692 students and 9,502 graduate and professional students. The university manages Argonne National Laboratories and Fermi National Accelerator Laboratory, and is affiliated with the Marine Biological Laboratories. The school boasts 89 Nobel Prize winners who have either served as faculty members or graduated as students of the university.

= Innovation and Entrepreneurship =

The University of Chicago seeks to establish a more prominent role in the growing Chicago-area entrepreneurship ecosystem as evinced by numerous developments in programs to stimulate and foster innovation and entrepreneurship. The university recently unveiled its first engineering department the Institute for Molecular Engineering, and a new center for providing services to students and faculty members interested in pursuing entrepreneurial opportunities called the Chicago Innovation Exchange. In this Landscape Canvas, the various components of the entrepreneurial ecosystem will be explored in compliance with the Wenger Model.

== Entrepreneurial Discovery ==

The University of Chicago offers various classes and programs to expose students to entrepreneurship.

MENG 20000. Introduction to Emerging Technologies. 100 Units.

This course will examine five emerging technologies (stem cells in regenerative medicine, quantum computing, water purification, new batteries, etc.) over two weeks each. The first of the two weeks will present the basic science underlying the emerging technology; the second of the two weeks will discuss the hurdles that must be addressed successfully to convert a good scientific concept into a commercial product that addresses needs in the market place.

PHYS 22600. Electronics. 100 Units.

The goal of this hands-on experimental course is to develop confidence, understanding, and design ability in modern electronics. This is not a course in the physics of semiconductors. In two lab sessions a week, we explore the properties of diodes, transistors, amplifiers, operational amplifiers, oscillators, field effect transistors, logic gates, digital circuits, analog-to-digital and digital-to-analog converters, phase-locked loops, and more. Lectures supplement the lab.

BIOS 11140. Biotechnology for the 21st Century. 100 Units.

This course is designed to provide a stimulating introduction to the world of biotechnology. Starting with an overview of the basic concepts of molecular biology and genetics that serve as a foundation for biotechnology, the course will segue into the various applied fields of biotechnology. Topics will include microbial biotechnology, agricultural biotechnology, biofuels, cloning, bioremediation, medical biotechnology, DNA fingerprinting and forensics. The goal of this course is to provide the Biology non-majors with an appreciation of important biotechnology breakthroughs and the associated bioethics issues

BIOS 24206. Peering Inside the Black Box: Neocortex. 100 Units.

The neocortex is the multilayered outermost structure of the mammalian brain. It is the site of higher brain functions including reasoning and creativity. However, the complexity of the neocortex—it is comprised of ~20 billion neurons which have 0.15 quadrillion connections between them—seems to preclude any hope of achieving a fundamental understanding of the system. Recent technological innovations have opened novel avenues of investigation making realization of the neocortex an increasingly tractable problem. This course will place particular emphasis on how to critically read scientific papers as we evaluate and discuss current experimental approaches to the neocortex. Integral to this evaluation will be the detailed discussion of the latest technological approaches.

CMSC 22010. Digital Fabrication. 100 Units.

Digital fabrication involves translation of a digital design into a physical object. While digital fabrication has been around for decades, only now has it become possible for individuals to take advantage of this technology through low cost 3D printers and open source tools for 3D design and modeling.  In this course we will cover the foundations of 3D object design including computational geometry, the type of models that can and can’t be fabricated, the uses and applications of digital fabrication, the algorithms, methods and tools for conversion of 3D models to representations that can be directly manufactured using computer controlled machines, the concepts and technology used in additive manufacturing (aka 3D printing) and the research and practical challenges of developing self-replicating machines.  We will have several 3D printers available for use during the class and students will design and fabricate several parts during the course.

CMSC 23400. Mobile Computing. 100 Units.

Mobile computing is pervasive and changing nearly every aspect of society.  Sensing, actuation, and mediation capabilities of mobile devices are transforming all aspects of computing:  uses, networking, interface, form, etc.  This course explores new technologies driving mobile computing and their implications for systems and society.  Current focus areas include expanded visual experience with computational photography, video and interactive augmented reality, and synchronicity and proximity-detection to enable shared social experiences.  Labs expose students to software and hardware capabilities of mobile computing systems, and develop the capability to envision radical new applications for a large-scale course project.

CMSC 23800. Game Construction. 100 Units.

Computer games are one of the most exciting applications of computer technology. They also are large software systems that embody cutting-edge graphics, as well as techniques from AI, scientific simulation, networking, and databases. This course introduces the student to the basic algorithms and techniques used in computer-game construction. Students work in teams to design and create games using existing libraries for graphics, physics simulation, and so forth.

ECON 22600. Innovators. 100 Units.

Economists believe that innovation is a primary source of economic growth. Yet although most innovations are made by individuals or small groups, until recently economists have not studied how those exceptional people produce their discoveries. Recent research has shown that there are two very different types of innovators, who have different goals and follow different processes. This course surveys this research, examining the careers and innovations of important practitioners in a range of modern arts, including painters, novelists, sculptors, poets, movie directors, photographers, songwriters, and architects, as well as entrepreneurs and scientists. The material covered in this course adds a new dimension to our understanding of creativity and of how innovators in many different activities produce new forms of art and science.

== Entrepreneurial Learning ==

The University of Chicago is developing a dynamic entrepreneurship ecosystem that provides various learning opportunities for undergraduates. Numerous programs integrate with the academic and social sphere, training students to become well-rounded innovative thinkers who can utilize their knowledge and skill sets to tackle real-world issues. 

Extra-curricular

Edge

Edge is UChicago's undergraduate entrepreneurship organization. They support student ventures and foster an entrepreneurial spirit on campus. Their mission is to promote entrepreneurship education at the University of Chicago and to empower the next generation of entrepreneurs. Edge focuses on providing UChicago students with resources and a community to help them build skills, companies, and relationships.

Uncommon Ventures

Uncommon Ventures is a student-run venture firm on the UChicago Campus that provides seed funding for early-stage student startups. With a total fund size of $500,000, they exist to provide capital to college entrepreneurs and to help undergraduates start and grow their amazing business.

TedXUChicago

TEDxUChicago is a local, independently organized event at The University of Chicago that strives to re-create the unique experience found at TED, where the world´s leaders, thinkers and doers congregate to share what they are most passionate about.

Programs and Competitions 

The Uncommon Fund

The Uncommon Fund is a pool of money allocated by Student Government towards interesting and creative student projects and initiatives on campus. These projects and initiatives range from one day events to large scale initiatives or projects. The goal of the Uncommon Fund is to encourage students to take action on campus in creative and unique ways. The fund is also unique in that all other sources of SG funding require Registered Student Organization status. Additionally, one Uncommon Fund board member and ORCSA staff member are assigned to each project to help ensure it’s success. For more information, [http://uncommonfund.uchicago.edu/ check out the Uncommon Fund website].

UChicago App Challenge

The Mobile Apps Challenge is a joint effort between IT Services, The Polsky Center for Entrepreneurship, and UChicagoTech to cultivate, evaluate and develop ideas for mobile apps from anywhere in the University.

College New Venture Challenge

Building off the success of the University of Chicago's Social Innovation Competition, the Career Advancement and the Polsky Center for Entrepreneurship and Innovation launched the College New Venture Challenge (CNVC) in 2012 to create a supportive and highly rewarding environment for all undergraduate students interested in entrepreneurship. CNVC was designed exclusively for University of Chicago undergraduate students. Through the program, students create a viable plan for a for-profit or nonprofit enterprise with an innovative component. [http://research.chicagobooth.edu/nvc/collegenvc/ Find more information here]

== Entreprenerial Experimentation ==



== Entrepreneurial Pursuit ==



== Entrepreneurial Spin-Out ==

School:University of Chicago

2015-01-26T00:55:23Z

Azhangkt:

= Overview =

The University of Chicago is a prestigious private research university located in Chicago, Illinois. The university consists of one undergraduate College, five graduate divisions, six professional schools, and the Graham School of Continuing Liberal Arts and Professional Studies. The university has an undergraduate student body of 5,692 students and 9,502 graduate and professional students. The university manages Argonne National Laboratories and Fermi National Accelerator Laboratory, and is affiliated with the Marine Biological Laboratories. The school boasts 89 Nobel Prize winners who have either served as faculty members or graduated as students of the university.

= Innovation and Entrepreneurship =

The University of Chicago seeks to establish a more prominent role in the growing Chicago-area entrepreneurship ecosystem as evinced by numerous developments in programs to stimulate and foster innovation and entrepreneurship. The university recently unveiled its first engineering department the Institute for Molecular Engineering, and a new center for providing services to students and faculty members interested in pursuing entrepreneurial opportunities called the Chicago Innovation Exchange. In this Landscape Canvas, the various components of the entrepreneurial ecosystem will be explored in compliance with the Wenger Model.

== Entrepreneurial Discovery ==

The University of Chicago offers various classes and programs to expose students to entrepreneurship.

MENG 20000. Introduction to Emerging Technologies. 100 Units.

This course will examine five emerging technologies (stem cells in regenerative medicine, quantum computing, water purification, new batteries, etc.) over two weeks each. The first of the two weeks will present the basic science underlying the emerging technology; the second of the two weeks will discuss the hurdles that must be addressed successfully to convert a good scientific concept into a commercial product that addresses needs in the market place.

PHYS 22600. Electronics. 100 Units.

The goal of this hands-on experimental course is to develop confidence, understanding, and design ability in modern electronics. This is not a course in the physics of semiconductors. In two lab sessions a week, we explore the properties of diodes, transistors, amplifiers, operational amplifiers, oscillators, field effect transistors, logic gates, digital circuits, analog-to-digital and digital-to-analog converters, phase-locked loops, and more. Lectures supplement the lab.

BIOS 11140. Biotechnology for the 21st Century. 100 Units.

This course is designed to provide a stimulating introduction to the world of biotechnology. Starting with an overview of the basic concepts of molecular biology and genetics that serve as a foundation for biotechnology, the course will segue into the various applied fields of biotechnology. Topics will include microbial biotechnology, agricultural biotechnology, biofuels, cloning, bioremediation, medical biotechnology, DNA fingerprinting and forensics. The goal of this course is to provide the Biology non-majors with an appreciation of important biotechnology breakthroughs and the associated bioethics issues

BIOS 24206. Peering Inside the Black Box: Neocortex. 100 Units.

The neocortex is the multilayered outermost structure of the mammalian brain. It is the site of higher brain functions including reasoning and creativity. However, the complexity of the neocortex—it is comprised of ~20 billion neurons which have 0.15 quadrillion connections between them—seems to preclude any hope of achieving a fundamental understanding of the system. Recent technological innovations have opened novel avenues of investigation making realization of the neocortex an increasingly tractable problem. This course will place particular emphasis on how to critically read scientific papers as we evaluate and discuss current experimental approaches to the neocortex. Integral to this evaluation will be the detailed discussion of the latest technological approaches.

CMSC 22010. Digital Fabrication. 100 Units.

Digital fabrication involves translation of a digital design into a physical object. While digital fabrication has been around for decades, only now has it become possible for individuals to take advantage of this technology through low cost 3D printers and open source tools for 3D design and modeling.  In this course we will cover the foundations of 3D object design including computational geometry, the type of models that can and can’t be fabricated, the uses and applications of digital fabrication, the algorithms, methods and tools for conversion of 3D models to representations that can be directly manufactured using computer controlled machines, the concepts and technology used in additive manufacturing (aka 3D printing) and the research and practical challenges of developing self-replicating machines.  We will have several 3D printers available for use during the class and students will design and fabricate several parts during the course.

CMSC 23400. Mobile Computing. 100 Units.

Mobile computing is pervasive and changing nearly every aspect of society.  Sensing, actuation, and mediation capabilities of mobile devices are transforming all aspects of computing:  uses, networking, interface, form, etc.  This course explores new technologies driving mobile computing and their implications for systems and society.  Current focus areas include expanded visual experience with computational photography, video and interactive augmented reality, and synchronicity and proximity-detection to enable shared social experiences.  Labs expose students to software and hardware capabilities of mobile computing systems, and develop the capability to envision radical new applications for a large-scale course project.

CMSC 23800. Game Construction. 100 Units.

Computer games are one of the most exciting applications of computer technology. They also are large software systems that embody cutting-edge graphics, as well as techniques from AI, scientific simulation, networking, and databases. This course introduces the student to the basic algorithms and techniques used in computer-game construction. Students work in teams to design and create games using existing libraries for graphics, physics simulation, and so forth.

ECON 22600. Innovators. 100 Units.

Economists believe that innovation is a primary source of economic growth. Yet although most innovations are made by individuals or small groups, until recently economists have not studied how those exceptional people produce their discoveries. Recent research has shown that there are two very different types of innovators, who have different goals and follow different processes. This course surveys this research, examining the careers and innovations of important practitioners in a range of modern arts, including painters, novelists, sculptors, poets, movie directors, photographers, songwriters, and architects, as well as entrepreneurs and scientists. The material covered in this course adds a new dimension to our understanding of creativity and of how innovators in many different activities produce new forms of art and science.

== Entrepreneurial Learning ==

The University of Chicago is developing a dynamic entrepreneurship ecosystem that provides various learning opportunities for undergraduates. Numerous programs integrate with the academic and social sphere, training students to become well-rounded innovative thinkers who can utilize their knowledge and skill sets to tackle real-world issues. 

Extra-curricular Clubs

Edge

Edge is UChicago's undergraduate entrepreneurship organization. They support student ventures and foster an entrepreneurial spirit on campus. Their mission is to promote entrepreneurship education at the University of Chicago and to empower the next generation of entrepreneurs. Edge focuses on providing UChicago students with resources and a community to help them build skills, companies, and relationships.

Uncommon Ventures

Uncommon Ventures is a student-run venture firm on the UChicago Campus that provides seed funding for early-stage student startups. With a total fund size of $500,000, they exist to provide capital to college entrepreneurs and to help undergraduates start and grow their amazing business.

Programs and Competitions 

The Uncommon Fund

The Uncommon Fund is a pool of money allocated by Student Government towards interesting and creative student projects and initiatives on campus. These projects and initiatives range from one day events to large scale initiatives or projects. The goal of the Uncommon Fund is to encourage students to take action on campus in creative and unique ways. The fund is also unique in that all other sources of SG funding require Registered Student Organization status. Additionally, one Uncommon Fund board member and ORCSA staff member are assigned to each project to help ensure it’s success. For more information, [http://uncommonfund.uchicago.edu/ check out the Uncommon Fund website].

UChicago App Challenge

The Mobile Apps Challenge is a joint effort between IT Services, The Polsky Center for Entrepreneurship, and UChicagoTech to cultivate, evaluate and develop ideas for mobile apps from anywhere in the University.

College New Venture Challenge

Building off the success of the University of Chicago's Social Innovation Competition, the Career Advancement and the Polsky Center for Entrepreneurship and Innovation launched the College New Venture Challenge (CNVC) in 2012 to create a supportive and highly rewarding environment for all undergraduate students interested in entrepreneurship. CNVC was designed exclusively for University of Chicago undergraduate students. Through the program, students create a viable plan for a for-profit or nonprofit enterprise with an innovative component. [http://research.chicagobooth.edu/nvc/collegenvc/ Find more information here]

== Entreprenerial Experimentation ==



== Entrepreneurial Pursuit ==



== Entrepreneurial Spin-Out ==

File:University of Chicago logo.svg

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Azhangkt: UChicago Logo

UChicago Logo

Fellow:Annie Zhang

2015-01-04T00:08:30Z

Azhangkt: Created page with "File:AnnieZhang.jpg Annie Zhang   Annie is a biological sciences major at the University of Chicago. Aspired to engage in revolutionary scientific research, she cu..."

[[File:AnnieZhang.jpg]]

Annie Zhang

 

Annie is a biological sciences major at the University of Chicago. Aspired to engage in revolutionary scientific research, she currently works in a genetics lab in the Division of Biological Sciences, the University of Chicago, and is developing a novel protocol in visualizing DNA recombination using fluorescent microscopy. She also leads a student-run synthetic biology research team and competes at the annual International Genetically Engineered Machine (iGEM) competition. Through her leadership role in the student group GeneHackers and the iGEM team, she gained experiences in setting up and managing scientific research team and honed her leadership and networking skills. She hopes to share her experiences and promote the entrepreneurial spirit to her fellow peers to help them step out of their comfort zones and putting their imagination into practice. 

File:AnnieZhang.jpg

2015-01-04T00:04:50Z

Azhangkt: Azhangkt uploaded a new version of "File:AnnieZhang.jpg"

Picture of Annie Zhang

File:AnnieZhang.jpg

2015-01-03T23:15:16Z

Azhangkt: Picture of Annie Zhang

Picture of Annie Zhang