University Innovation Fellows - User contributions [en]

Priorities:Ohio Northern University Student Priorities

2018-10-25T03:18:54Z

Bdice: Formatting of related links

= Overview =

Ohio Northern University is an independent university in Ada, Ohio. ONU is known for their undergraduate education experience with research being the foundation to ONU's experiential education. The unique collaboration between professors and students in research yields countless opportunities for progress, as well as, opportunity for innovation. The two key components missing between the colleges on ONU's campus to catalyze a greater level of innovation and entrepreneurship are communication and collaboration. The following proposed strategies will create a greater awareness of I & E on campus. 

Listed below are the priorities and tactics all University Innovation Fellows from Ohio Northern have conceptualized in their processes. These are included to show the progression and history of the UIF program at ONU. 

= Project Pitch Video =

Spring 2019

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Spring 2016

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Spring 2015

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= Strategy #1: Create opportunities for efficient communication across campus (Spring 2017) =

<span style="font-size:medium">Numerous faculty and students have expressed a lack of a college to college communication which is a large inhibitor to the channel of progress. The colleges should have seamless communication of research, opportunities, and ideas between them leaving an opportunity for multidisciplinary collaboration.</span>

== Tactic #1: Hold Meetings Between Active Professors and Students from all Departments<br/> ==

<span style="font-size: 12px">Meeting 1: <font face="Arial, sans-serif"><span style="line-height: 12.84px">The first meeting will be just to identify the needs of each college and what they want help accomplishing. We can achieve this by doing brainstorming activities and spending time talking one on one. The most important part of the first meeting is that everyone becomes comfortable identifying the needs and desires of their department. After needs have been identified we can split into groups and all work on solutions to the problems presented</span></font></span>

'''Meeting 2: After spending time working on solutions, each group will present their solution to the whole group. This will not only help us fulfill the needs of all departments but it will also build relationships across the college of students and professors from various colleges.'''

Meeting 3:  Once the solutions have been presented to the whole group, everyone will be able to vote on which one is the best solution, and if there are two, both can and will be implemented to help solve each department's problem(s).

These meetings will then continue between the active professors and students continually improving the college experience for everyone all while solving the problems departments cannot face on thier own.

= Strategy #2: use interdisciplinary relationships to spread I&E campus wide (Spring 2017 & 2019) =

<span style="font-size:medium">Many students have expressed their desire to actually participate in more activities that provide a greater experience related to not only their major, but other majors as well. The Landscape Canvas revealed current opportunities available for interdisciplinary collaboration through KEEN events, senior capstones, EPICS, and student clubs. The canvas also revealed areas where new opportunities must be created in order to support students in their ideas and untapped potential in innovation. Learning about how to effectively tie in other disciplines on-campus is key to generating momentum needed for innovation.</span>

== Tactic #1: Creating Interdisciplinary workshops/classes ==

<span style="font-size:medium">Event 1:  In this event professors from different colleges will work together to build the curriculum for a class or workshop. For example, in a drafting class for the technology department a professor might work with a colleague from the art college to learn different techniques of making technical drawings more aesthetically pleasing. The tech college could even have the art professor in to teach on this topic.</span>

== Tactic #2: Encourage more awareness and participation for KEEN Challenges and ION ideation ==

<span style="font-size:medium">ONU currently hosts KEEN Innovation challenges on a semester basis. The KEEN Challenges are centered on a different challenge each time requiring the application of innovation with the supplied materials students need to complete the presented challenge. The KEEN Innovation challenges are a great introduction to innovation for students on campus. The challenges will be utilized as the gateway for students gaining an understanding of innovation. An ONU group, ION, currently holds Ideation sessions focused on helping students tap into their creative side to design space and furniture for the college. These Ideation sessions can be very helpful in fostering I&E and are severely under utilized.</span>

== Tactic #3: Generating more participation in the EPICS Program by offering general education tags with the course ==

<span style="font-size:medium">The EPICS program currently allows students to apply engineering principles in community service locally and internationally. But, too often students have to take other courses that will fulfill their general education requirments and will not have the option to take the EPICS course. If these courses could be embedded with interdisciplinary education then General Tags could be created allowing more students to take these courses.</span>

== Tactic #4: Working with professors to create more interdisciplinary projects ==

<span style="font-size:medium;">Much like Tatic #1, this tatic creates workshops/classes by informing other departments with how to better meet some of the other departments' needs. However, instead of only informing each department, each department will create a cross disciplinary project for the students to complete during the school year that will make sure that two different departments work side-by-side completing and meeting a need/task.  The increase in interaction between the various departments by meeting a need will stengthen the relationship between them.</span>

= Strategy #3: Creating how-to events that utilize any resources on campus (Spring 2017) =

<span style="font-size:medium">Many students expressed their desire for being more familiar with applications or resources that are available to them. Additionally, students of all majors can partake in these events. For example, a chemistry student interested in engineering could learn about engineering related software applications, theory etc. The goal is to create a program on campus that makes every possible resource available to students. This will make them better equipped to not only exceed the university's standards, but also make great strides in professional experience at an undergraduate level.</span>

== '''Tactic #1: Provide monthly workshops where students can learn about various resources and tools''' ==

<span style="font-size:medium">These monthly workshops, will teach students about software and resources used for their majors, as well as, software/resources that other majors use. Within these workshops, experiential learning will be the driving force in ensuring that students feel confident enough to take their knowledge to the next step in implementing their ideas to actual projects.</span>

== Tactic #2: Advertising professional speakers at ONU to the student body ==

<span style="font-size:medium">Countless professionals come to Ohio Northern and speak with students. Often, these speaking events have low turn out. The goal is to get students and faculty together to brainstorm ways in which the vast majority of students will be aware of the speakers and understand the value of these speaking events. This tactic will also be a networking opportunity for both students and professionals.</span>

= Strategy #4: Create a mentor program for the University Innovation Fellows Program on-campus (Spring 2018) =

== Tactic #1: Connecting current fellows with new students ==

<span style="font-size:medium">In order to keep the momentum of the University Innovation Fellows Program on-campus, current fellows should have at least one mentee that is an academic year or more lower than them. In these mentee relationships, it will be the responsibility of the fellow to share knowledge and resources that the underclassman fellow will need to make an impact during their time here, while also keeping the program active. </span><span style="font-size: medium;">Furthermore, the mentors will share their resources and past experiences in order to help the new Fellows increase the effectiveness of the UIF group on campus.</span>

= Initial Projects of Focus (Spring 2016 & Spring 2018) =

<span style="font-size:medium">As a team, we plan to convert the Tinker Lab into a maker space that is able to not only better serve the engineering students, but also begin serving all students. Also, we plan to create more study friendly spaces around the entire campus, not only one college and not only inside, we plan to create a study space outside avaliable for everyone whenever they need/want it. This new study space will also double as a relaxing space for on-campus organizations to hold meetings outside as well. Additionally, we plan on starting a YouTube channel that highlights the work of innovators and changemakers on campus in order to raise the profile of innovators on campus and to generate excitement for innovation. We plan on creating effective ways for promoting KEEN and exactly what KEEN's goals are. We also hope to promote KEEN events at a greater level. Currently, our campus hosts KEEN Innovation Challenges each semester that introduce students to innovation through a series of new challenges. Secondly, we will work with the T.J. Smull College of Engineering to establish the Grand Challenge Scholars Program on-campus. Currently, the college of engineering has the EPICS program which gives students an opportunity for experiential learning and earn credit towards their coursework. We hope to pair the GCSP with the EPICS  program. We will also conduct research to see if EPICS can be taken by non-engineering majors, as well as, seeing if the EPICS courses can count as a general education requirement that can help students meet their core requirements, while having the opportunity to practice innovation and entrepreneurship. Lastly, We plan on establishing the UIF mentor program to recruit future UIF candidates and ensure that the momentum the University Innovation Fellows Program has on Ohio Northern's campus continues. Once, ONU has a team of UIF fellows from all of the colleges, the other projects mentioned in the previous sections can be enacted.</span>

= Strategy #5: Create more cross-disciplinary interactions throughout the campus (Spring 2019 (Current) ) =

==== Tactic #1: Outdoor Study Space<br/> ====

<span style="font-size:medium">Creating an </span><span style="font-size:medium">outdoor study space for students in a local area is much needed on ONU's campus. Creating more spaces to study that are not in the academic buildings we believe will add more interactions of different majors. </span>

==== <span style="font-size:medium"> Tactic #2: Bucketlist Wall</span><br/> ====

<span style="font-size:medium">A </span><span style="font-size:medium">bucket-list</span><span style="font-size:medium">wall in </span><span style="font-size:medium">Macintosh, the student center of campus, would help connect students outside of their major with other students who share similar interests that are not related to academics. These connections will then be fostered with group meetings.</span>

==== <span style="font-size:medium">Tactic #3: Pop-Up Classes</span><br/> ====

<span style="font-size:medium">Pop-Up Classes that promote I&E would be a great addition to Ohio Northern's Campus. We would really be focusing on getting all majors involved by having different professors teach the classes. Getting professors from different departments such as; engineering, art, business, music, etc. would really promote the cross-disciplinary interactions we are looking for.</span>

==== <span style="font-size:medium">Tactic #4: Updating the current ONU App</span><br/> ====

<span style="font-size:medium">The current ONU App is only used for looking at class rosters. In order to improve this app for the students we believed we needed a platform where they could interact on a campus wide level without the interruption of emails. This could be a way students can reach out for rides or other group activities and connect with those they may otherwise not interact with.</span>

= Related Links =

[[Ohio Northern University|Campus Overview]]

'''Fall 2018:'''

[[Todd Federici|Todd Federici]]

[[Brittney Masters|Brittney Masters]]

[[Will Sierzputowski|Will Sierzputowski]]

[[Anne Major|Anne Major]]

'''Spring 2018:'''

[[User:Matthew Walker|Matthew Walker]]

[[User:G-snelling|Georgia Snelling]]

Kenton Jarvis

[[User:Connorphull|Connor Hull]]

[[User:M-schweinefuss|Matthew Schweinefuss]]

'''Spring 2017:'''

[http://universityinnovation.org/Jared%20Emerson Jared Emerson]

[http://universityinnovation.org/Jeanne%20Graessle Jeanne Graessle]

[http://universityinnovation.org/Dan%20Musci Dan Musci]

[http://universityinnovation.org/Cheyenne%20Raker Cheyenne Raker]

'''Spring 2016:'''

[http://universityinnovation.org/Adam%20Berry Adam Berry]

[http://universityinnovation.org/Nathan%20Craft Nathan Craft]

[http://universityinnovation.org/Jonathan%20Szczerba Jonathan Szczerba]

'''Spring 2015:'''

[http://universityinnovation.org/Alexandra%20Seda Alexandra Seda]

[[Category:Student Priorities|o]]

Fellow:Anne Major

2018-10-25T03:18:15Z

Bdice: 2019 -> 2018

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif"><span style="text-align: left; color: rgb(34, 34, 34); text-transform: none; text-indent: 0px; letter-spacing: normal; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; display: inline !important; white-space: normal; orphans: 2; float: none; -webkit-text-stroke-width: 0px; background-color: transparent">Anne Major is a sophomore Electrical Engineering student at Ohio Northern University. She has a minor in Applied Mathematics and Advanced Energy and Honors concentrations. Anne is orginally from Okemos, Michigan.</</span></span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif"><samp><small style="background-color: transparent; color: rgb(34, 34, 34); font-family: Arial,Verdana,sans-serif; font-size: 9.93px"><span style="font-size:small"><big>As most ONU students are, Anne is involved around campus. A member of the Women's Soccer team, Engineering Dean's Team, Society of Women Engineers, and many other organizations, she prides herself on being a well-rounded individual. Anne hopes to work in industry following her graduation with hopes to obtain a doctorate and eventually teach at the collegiate level. </big></span>[[File:AnneMajor.jpg|thumb|AnneMajor.jpg]]</small></samp></span></span>

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Fall 2018:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

Fellow:Will Sierzputowski

2018-10-25T03:18:06Z

Bdice: 2019 -> 2018

== Will Sierzputowski ==

Will Sierzputowski is an Engineering Education student at Ohio Northern University. He has a minor in both Mathematics and Computer Science. Will went to High School in Columbus Ohio.

Will is involved in many organizations on ONU's campus including Polar Robotics and IEEE and he serves as an executive member of Open Doors and The American Society for Engineering Education. Will wants to become a High School engineering teacher so that he can help students explore their passions and get them ready to succeed in the world.[[File:P9.jpg]]

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Fall 2018:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

Fellow:Brittney Masters

2018-10-25T03:17:55Z

Bdice: 2019 -> 2018

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">Brittney Masters is a current junior mechanical engineering undergraduate student at Ohio Northern Univerisity (ONU).</span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">She is originally from Millersburg and because of the small town atmosphere, she grew up in she has always had an interest </span></span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">in pushing limits and seeing what the world has to offer.</span>

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">She is currently involved with many organizations that strive for the betterment of campus culture. She is active in Kappa Kappa Psi, Phi Sigma Rho, I.O.N., Good News Bears, and multiple bands. When she isn’t busy with school or organizations you can find her freaking out about cute dogs, drinking LOTS of coffee, or twirling her baton.</span>

<span id="docs-internal-guid-2fc3a76f-7fff-5d30-fd6f-0a1012e862c0"><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">You can contact Brittney at </span>[mailto:b-masters@onu.edu <span style="font-size: 11pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">b-masters@onu.edu</span>]<span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">.</span></span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">[[File:Brittney Masters2.png]]</span></span>

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Fall 2018:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

[[Category:Student Contributors|Student_Contributors]]

School:Ohio Northern University

2018-10-25T03:15:52Z

Bdice: Spring -> Fall

<p style="text-align: center;">                                                        [[File:ONU.png|border|center|ONU.png]]</p>

= <span style="font-size:large">'''<span style="font-size:xx-large">Overview </span>                                                                     '''</span> =

'''[[File:ONU image 1.JPG|frame|right]]'''

<span style="font-size:medium">Ohio Northern University is an independent university located in Ada, Ohio. The school has 3,088 students representing 38 states and 23 countries. A trait unique to ONU is the “one to one” relationship between students and professors. The reputation for ONU’s strong bond between the student body and the professors is attributed to the 11:1 student/faculty ratio. Ohio Northern University strives to provide students with the best faculty which is why 86% of ONU’s full time faculty have a Ph.D. or a terminal degree. ONU is nationally ranked for the sciences, arts, and professional programs in the following colleges: Arts & Sciences, Business Administration, Engineering, Pharmacy and Law. It has led to an astounding 95% placement rate within six months of graduation in all colleges.</span>

<span style="font-size: medium">More can be found at:</span>[http://www.onu.edu/about http://www.onu.edu/about]

 

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= <span style="font-size:xx-large">'''Mission, Vision, and Core Values'''</span> =
<p style="text-align: justify"><span style="font-size: medium">Ohio Northern University’s core values include: collaboration, community, diversity, excellence, faith, integrity, and service. ONU strives to be a unique educational institution that cultivates academic excellence at the undergraduate level. Each of Northern’s colleges promote undergraduate research and experiential learning. The T.J. Smull College of Engineering implements experiential, hands-on learning in part due to small class sizes. Their mission statement is “to engage students through personal relationships and high-impact educational experiences to maximize their success”.</span></p><p style="text-align: justify"><span style="font-size:medium">ONU 2021 is Northern’s strategic plan approved by the Board of Trustees to further Northern’s momentum of success. The plan demonstrates ONU’s strategic direction and focus on goals to be improved upon or accomplished by 2021. The strategic goals and priorities seek to advance ONU at all levels and are as follows:</span></p>
*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Enhance excellence and distinctiveness of the university’s academic programs</span></div>

*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Strengthen the campus learning environment</span></div>

*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Support a commitment to the University’s core values and foster a campus culture that engages and values all members of the University community</span></div>

*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Attract, retain, and graduate the optimal number, quality and profile of students</span></div>

*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Engage with more communities and organizations through mutually beneficial strategic partnerships</span></div>

*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Build and maintain long-term financial sustainability</span></div>

*<div><span style="font-size: medium; font-family: arial, helvetica, sans-serif">Achieve greater public recognition and awareness of University programs and engage our constituents to increase their level of involvement and philanthropic support</span></div>

<span style="font-size:medium">More can be found at:[http://www.onu.edu/about http://www.onu.edu/about].</span>

 

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= <span style="font-size:xx-large">'''Promoting Student Innovation & Entrepreneuership'''</span><br/> =

[[File:Dicke College of Business Administration 2.jpg|frame|left]]

<span style="font-size: medium">ONU seeks to implement opportunities for both new and existing academic program growth. Recently the Dicke College of Business Administration program growth added an entrepreneurship program. The James F. Dicke College of Business Administration offers numerous courses that encourage the learning and application of innovation and entrepreneurship, opening the opportunity for the program to offer an entrepreneurship minor for any major, including courses geared towards the entrepreneurship in engineering and pharmacy. </span>

== KEEN Network ==

<span style="font-size: medium">ONU is a member of the Kern Entrepreneurship Education Network. <span style="font-family:arial,helvetica,sans-serif">KEEN is a true collective effort of universities that are focused on preparing students to be entrepreneurial and innovative in engineering and technology.  The KEEN Network provides Ohio Northern University grants which are used to sponsor events like the KEEN Challenge and the Polar Elevator Pitch competition, as well as, the entrepreneurship program. </span></span><span style="font-size: medium">Northern’s new entrepreneurship program offers a plethora of opportunities for students of all majors to study, as well as, participate in spurring innovation and creativity beginning on-campus and continuing through to the professional level. ONU recently hired an Industry Liaison through the KEEN grant to foster entrepreneurship and innovation campus wide.</span>

== <span style="font-size:large">Polar Pitch</span><br/> ==

<span style="font-size:medium">[[File:Polar Pitch Elevator Competition.jpg|border|left|Polar Pitch Elevator Competition.jpg]]</span>

<span style="font-size:medium">The Polar Pitch Competition prompt for students is to: captivate them with your creativity, engage them with your entrepreneurial mindset, and ignite your innovative side.</span>

<span style="font-size: medium">Students from all majors are invited to participate and courses such as Principles of Entrepreneurship and Intro to Engineering 2 require participation within this competition as part of an in class project. The Pitch competition has the following competition categories: ideas that improve society, high-tech commercialized product ideas, as-seen-on TV product ideas, and new businesses that creates jobs. First place participants win the grand prize and gain the opportunity to receive advice and instruction to take the winning idea from an idea to an actual product to the market.  </span>

== KEEN Innovation Challenge ==

<span style="font-size: medium">The second innovative event is the KEEN Innovation Challenge sponsored by the Kern Entrepreneurship Education Network and ONU. The challenge is held on a semester basis, with no two challenges being the same. Teams of three require at least one engineering student. The premise of the challenge is that each team exercise innovation and creativity in the impromptu challenges with a given set of materials.</span>
<p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p><p style="text-align: justify"></p>
[[File:KEEN Innovation Challenge.jpg]]

== Tinker Lab ==
<p style="text-align: justify"></p><p style="text-align: justify"><span style="font-size: medium">Just two of the many resources on campus are the Machine Shop and Tinker Lab located in the Biggs Engineering Building. The Tinker Lab is a room complete with 3D printers that enable students to print out models of designs and projects.  Recently, a mobile maker cart has been added to the room as well.  The maker cart is exactly what it sounds like, a cart that has anything needed for rapid prototyping of ideas.  For instance, the maker cart has scissors, cardstock, glue sticks, screwdrivers, and other various tools.  The Machine shop is where the hands on, down and dirty work goes on.  There is a weld room where students can practice and hone thier welding skills, there are multiple lathes, grind wheels, and drill presses.  ONU does not forget about the wood working tools either.  There is a full wood shop room right outside the Machine shop with any tool you could want.  Many projects are completed in these two key spots in the Biggs Engineering Building, and these two rooms have seen some of the most innovate designs on campus.</span></p><div>{{#Widget:Youtube|id=2Tk_SrMxDf4}}</div>
  
<p style="text-align: justify"> </p>
<span style="font-size: medium">More can be found at:</span> 

[http://www.onu.edu/academics/college_of_business_administration/entrepreneurship/38285 http://www.onu.edu/academics/college_of_business_administration/entrepreneurship/38285]

<span style="font-size: medium">[http://www.onu.edu/academics/college_of_arts_and_sciences/62509 http://www.onu.edu/academics/college_of_arts_and_sciences/62509]</span>

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= '''Faculty Innovation and Entrepreneurship''' =

<span style="font-size:medium;">One of the key causes for Northern’s reputation for excellence stems from their focus as a school to encourage research and collaboration with professors at an undergraduate level. ONU believes strongly in undergraduate research as the foundation for future success. The undergraduate research and collaboration with professors, spurs innovation. As of recently, with the establishing of the entrepreneurship program by Dr. Tammy Schakett, and the Polar Elevator Pitch competition, students now have the opportunity to discover and practice innovation and entrepreneurship as catalytic pairs.</span>

<span style="font-size:medium;">Recently, the Kern Family awarded a grant of $1.21 million to the T.J. Smull of College of Engineering at ONU to continue in instilling the entrepreneurial mindset in engineering undergraduates from 2015 through 2018. As ONU continues to make strides in creating more opportunities for I & E to be integrated on-campus within the curriculum offerings, the students will not only be prepared to work at the professional level, but also be equipped to setting the innovative and entrpeneurial professional standard in their future careers. </span>

<span style="font-size:medium;"> </span>

<span style="font-size:medium;">More information can be found at:</span>

<span style="font-size:medium;">[http://www.onu.edu/academics/entrepreneurship http://www.onu.edu/academics/entrepreneurship]</span>

= '''''<span style="font-size:xx-large;"><span style="font-family:trebuchet ms,helvetica,sans-serif;">ONU Landscape</span> </span>''''' =

Spreadsheet: [https://docs.google.com/spreadsheets/d/1W4TUrhjUS-LrZKFPmrxmayqiFsjrzukGmC6aTnSx16M/edit#gid=0 Landscape Canvas]

= Related Links =

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

University Innovation Fellows

'''Fall 2019''':

[http://universityinnovation.org/wiki/Anne_Major Anne Major]

[http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters]

[http://universityinnovation.org/wiki/Todd_Federici Todd Federici]

[http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

<br/>'''Spring 2018''':

[http://universityinnovation.org/wiki/Connor_Hull Connor Hull]

[http://universityinnovation.org/wiki/Kenton_Jarvis Kenton Jarvis]

[http://universityinnovation.org/wiki/User:Matthew_Walker Matt Walker]

[[User:M-schweinefuss|Matthew Schweinefuss]]

[[G-snelling|Georgia Snelling]]

'''Spring 2017:'''

[[Jared Emerson|Jared Emerson]]

[[Jeanne Graessle|Jeanne Graessle]]

[[Dan Musci|Dan Musci]]

[[Cheyenne Raker|Cheyenne Raker]]

'''Spring 2016:'''

[[Adam Berry|Adam Berry]]

[[Nathan Craft|Nathan Craft]]

[[Jonathan Szczerba|Jonathan Szczerba]]

'''Spring 2015:'''

[[Alexandra Seda|Alexandra Seda]]

[[Category:Universities]]

Fellow:Todd Federici

2018-10-25T03:15:15Z

Bdice: Spring -> Fall

'''Todd Federici is a mechanical engineering student at Ohio Northern University.  He also has an applied mathematics minor and computer minor as well.  Todd went to high school in Findlay, Ohio and played soccer also.'''

'''Todd is involved in many extracurricular activities on campus besides playing soccer for the Men's Varsity team.  He is involved in IEEE and is the Joint Engineering Council Representative, he is also the treasurer for the ASME chapter at ONU, and is a part of ONU's own innovation group, ION or Innovators of Ohio Northern.  Todd would love to become a robotics engineer that works with NASA to put rovers onto new unexplored planets.'''

'''[[File:ToddFederici.jpg|thumb|ToddFederici.jpg]]'''

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

<br/><span style="font-size: larger">Fall 2019</span>

[http://universityinnovation.org/wiki/Anne_Major Anne Major]

[http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters]

[http://universityinnovation.org/wiki/Todd_Federici Todd Federici]

[http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

<span style="font-size:larger">Spring 2018</span>

[[Connor Hull|Connor Hull]]

[[G-snelling|Georgia Snelling]]

[[Matthew Walker|Matthew Walker]]

[[M-schweinefuss|Matthew Schweinefuss]]

<span style="font-size: larger">Spring 2017</span>

[[Cheyenne Raker|<span style="font-size:small">Cheyenne Raker</span>]]

[[Jared Emerson|Jared Emerson]]

[[Dan Musci|Dan Musci]]

<span style="font-size:larger">Spring 2016</span>

[[Adam Berry|<span style="font-size: small">Adam Berry</span>]]

[[Nathan Craft|<span style="font-size: small">Nathan Craft</span>]]

[[Jeanne Graessle|<span style="font-size: small">Jeanne Graessle</span>]]

[[Jonathan Szczerba|<span style="font-size: small">Jonathan Szczerba</span>]]

<span style="font-size: small"><span style="font-size:larger">Spring 2015</span></span>

[[Alexandra V. Seda|<span style="font-size: small"><span style="font-size:larger"><span style="font-size:small">Alex Seda</span></span></span>]]

Fellow:Brittney Masters

2018-10-25T03:14:59Z

Bdice: Spring -> Fall

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">Brittney Masters is a current junior mechanical engineering undergraduate student at Ohio Northern Univerisity (ONU).</span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">She is originally from Millersburg and because of the small town atmosphere, she grew up in she has always had an interest </span></span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">in pushing limits and seeing what the world has to offer.</span>

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">She is currently involved with many organizations that strive for the betterment of campus culture. She is active in Kappa Kappa Psi, Phi Sigma Rho, I.O.N., Good News Bears, and multiple bands. When she isn’t busy with school or organizations you can find her freaking out about cute dogs, drinking LOTS of coffee, or twirling her baton.</span>

<span id="docs-internal-guid-2fc3a76f-7fff-5d30-fd6f-0a1012e862c0"><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">You can contact Brittney at </span>[mailto:b-masters@onu.edu <span style="font-size: 11pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">b-masters@onu.edu</span>]<span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">.</span></span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">[[File:Brittney Masters2.png]]</span></span>

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Fall 2019:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Anne Major

2018-10-25T03:14:45Z

Bdice: Spring -> Fall

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif"><span style="text-align: left; color: rgb(34, 34, 34); text-transform: none; text-indent: 0px; letter-spacing: normal; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; display: inline !important; white-space: normal; orphans: 2; float: none; -webkit-text-stroke-width: 0px; background-color: transparent">Anne Major is a sophomore Electrical Engineering student at Ohio Northern University. She has a minor in Applied Mathematics and Advanced Energy and Honors concentrations. Anne is orginally from Okemos, Michigan.</</span></span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif"><samp><small style="background-color: transparent; color: rgb(34, 34, 34); font-family: Arial,Verdana,sans-serif; font-size: 9.93px"><span style="font-size:small"><big>As most ONU students are, Anne is involved around campus. A member of the Women's Soccer team, Engineering Dean's Team, Society of Women Engineers, and many other organizations, she prides herself on being a well-rounded individual. Anne hopes to work in industry following her graduation with hopes to obtain a doctorate and eventually teach at the collegiate level. </big></span>[[File:AnneMajor.jpg|thumb|AnneMajor.jpg]]</small></samp></span></span>

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Fall 2019:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

Fellow:Will Sierzputowski

2018-10-25T03:14:29Z

Bdice: Spring -> Fall

== Will Sierzputowski ==

Will Sierzputowski is an Engineering Education student at Ohio Northern University. He has a minor in both Mathematics and Computer Science. Will went to High School in Columbus Ohio.

Will is involved in many organizations on ONU's campus including Polar Robotics and IEEE and he serves as an executive member of Open Doors and The American Society for Engineering Education. Will wants to become a High School engineering teacher so that he can help students explore their passions and get them ready to succeed in the world.[[File:P9.jpg]]

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Fall 2019:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

Fellow:Will Sierzputowski

2018-10-25T03:14:10Z

Bdice: Added related links

== Will Sierzputowski ==

Will Sierzputowski is an Engineering Education student at Ohio Northern University. He has a minor in both Mathematics and Computer Science. Will went to High School in Columbus Ohio.

Will is involved in many organizations on ONU's campus including Polar Robotics and IEEE and he serves as an executive member of Open Doors and The American Society for Engineering Education. Will wants to become a High School engineering teacher so that he can help students explore their passions and get them ready to succeed in the world.[[File:P9.jpg]]

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Spring 2019:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

Fellow:Todd Federici

2018-10-25T03:12:49Z

Bdice: Updated related links

'''Todd Federici is a mechanical engineering student at Ohio Northern University.  He also has an applied mathematics minor and computer minor as well.  Todd went to high school in Findlay, Ohio and played soccer also.'''

'''Todd is involved in many extracurricular activities on campus besides playing soccer for the Men's Varsity team.  He is involved in IEEE and is the Joint Engineering Council Representative, he is also the treasurer for the ASME chapter at ONU, and is a part of ONU's own innovation group, ION or Innovators of Ohio Northern.  Todd would love to become a robotics engineer that works with NASA to put rovers onto new unexplored planets.'''

'''[[File:ToddFederici.jpg|thumb]]'''

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

<br/><span style="font-size: larger">Spring 2019</span>

[http://universityinnovation.org/wiki/Anne_Major Anne Major]

[http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters]

[http://universityinnovation.org/wiki/Todd_Federici Todd Federici]

[http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

<span style="font-size:larger">Spring 2018</span>

[[Connor Hull|Connor Hull]]

[[G-snelling|Georgia Snelling]]

[[Matthew Walker|Matthew Walker]]

[[M-schweinefuss|Matthew Schweinefuss]]

<span style="font-size: larger">Spring 2017</span>

[[Cheyenne Raker|<span style="font-size:small">Cheyenne Raker</span>]]

[[Jared Emerson|Jared Emerson]]

[[Dan Musci|Dan Musci]]

<span style="font-size:larger">Spring 2016</span>

[[Adam Berry|<span style="font-size: small">Adam Berry</span>]]

[[Nathan Craft|<span style="font-size: small">Nathan Craft</span>]]

[[Jeanne Graessle|<span style="font-size: small">Jeanne Graessle</span>]]

[[Jonathan Szczerba|<span style="font-size: small">Jonathan Szczerba</span>]]

<span style="font-size: small"><span style="font-size:larger">Spring 2015</span></span>

[[Alexandra V. Seda|<span style="font-size: small"><span style="font-size:larger"><span style="font-size:small">Alex Seda</span></span></span>]]

Fellow:Brittney Masters

2018-10-25T03:10:08Z

Bdice: Added related links

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">Brittney Masters is a current junior mechanical engineering undergraduate student at Ohio Northern Univerisity (ONU).</span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">She is originally from Millersburg and because of the small town atmosphere, she grew up in she has always had an interest </span></span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">in pushing limits and seeing what the world has to offer.</span>

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap">She is currently involved with many organizations that strive for the betterment of campus culture. She is active in Kappa Kappa Psi, Phi Sigma Rho, I.O.N., Good News Bears, and multiple bands. When she isn’t busy with school or organizations you can find her freaking out about cute dogs, drinking LOTS of coffee, or twirling her baton.</span>

<span id="docs-internal-guid-2fc3a76f-7fff-5d30-fd6f-0a1012e862c0"><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">You can contact Brittney at </span>[mailto:b-masters@onu.edu <span style="font-size: 11pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">b-masters@onu.edu</span>]<span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">.</span></span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap">[[File:Brittney Masters2.png]]</span></span>

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Spring 2019:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Anne Major

2018-10-25T03:09:11Z

Bdice: Added related links

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif"><span style="text-align: left; color: rgb(34, 34, 34); text-transform: none; text-indent: 0px; letter-spacing: normal; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; display: inline !important; white-space: normal; orphans: 2; float: none; -webkit-text-stroke-width: 0px; background-color: transparent">Anne Major is a sophomore Electrical Engineering student at Ohio Northern University. She has a minor in Applied Mathematics and Advanced Energy and Honors concentrations. Anne is orginally from Okemos, Michigan.</</span></span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif"><samp><small style="background-color: transparent; color: rgb(34, 34, 34); font-family: Arial,Verdana,sans-serif; font-size: 9.93px"><span style="font-size:small"><big>As most ONU students are, Anne is involved around campus. A member of the Women's Soccer team, Engineering Dean's Team, Society of Women Engineers, and many other organizations, she prides herself on being a well-rounded individual. Anne hopes to work in industry following her graduation with hopes to obtain a doctorate and eventually teach at the collegiate level. </big></span>[[File:AnneMajor.jpg|thumb|AnneMajor.jpg]]</small></samp></span></span>

= Related Links =

[[Ohio Northern University|Ohio Northern University]]

[[Ohio Northern University Student Priorities|Ohio Northern University Student Priorities]]

'''Ohio Northern Fellows of Spring 2019:'''

[http://universityinnovation.org/wiki/Anne_Major Anne Major], [http://universityinnovation.org/wiki/Brittney_Masters Brittney Masters], [http://universityinnovation.org/wiki/Todd_Federici Todd Federici], [http://universityinnovation.org/wiki/Will_Sierzputowski Will Sierzputowski]

Fellow:Todd Federici

2018-10-15T00:16:44Z

Bdice: Blanked the page

Fellow:Todd Federici

2018-10-15T00:16:34Z

Bdice:

Fellow:Todd Federici

2018-10-15T00:16:21Z

Bdice:

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Fellow:Bradley Dice

2018-06-03T04:36:18Z

Bdice: Added new image

[[File:Bradley Dice.png|thumb]]

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">'''Serving as UIF Since:''' Fall 2014<br/>'''School: '''University of Michigan, William Jewell College '16<br/>'''What he does now: '''Physics PhD Student, using machine learning to design materials. Mentor for optiMize, an impact-focused social innovation organization at UMich. DJ in stealth mode.</span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">'''Contact him about:''' innovation & entrepreneurship @ liberal arts colleges, building communities around tech, mentoring social impact organizations, data science, music</span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">Connect with Bradley: [https://twitter.com/Bradley_Dice Twitter] | [https://www.linkedin.com/in/bradleydice LinkedIn]</span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">'''Bradley Dice''' is a scientist, software developer, and advocate for innovation and entrepreneurship in higher education. He is currently pursuing his PhD in Physics and Scientific Computing at the University of Michigan in Ann Arbor. He is a member of the Glotzer Group and is a National Science Foundation Graduate Research Fellow, researching nano-scale materials via computational simulations. Bradley attended William Jewell College in Kansas City, where he triple-majored in Physics, Chemistry, and Mathematics. He holds a strong passion for applying computation, simulation, statistics, and emerging techniques in data science to solve fundamental questions of our physical world and advance society.</span></span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

William Jewell 2015-2016 Leadership Circle: '''Bradley Dice''', [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

William Jewell 2014-2015 Leadership Circle: '''Bradley Dice''', [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Student Contributors|b]]

File:Bradley Dice.png

2018-06-03T04:33:38Z

Bdice:

Fellow:Bradley Dice

2018-06-03T04:32:55Z

Bdice: Revised wiki page

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">'''Serving as UIF Since:''' Fall 2014<br/>'''School: '''University of Michigan, William Jewell College '16<br/>'''What he does now: '''Physics PhD Student, using machine learning to design materials. Mentor for optiMize, an impact-focused social innovation organization at UMich. DJ in stealth mode.</span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">'''Contact him about:''' innovation & entrepreneurship @ liberal arts colleges, building communities around tech, mentoring social impact organizations, data science, music</span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">Connect with Bradley: [https://twitter.com/Bradley_Dice Twitter] | [https://www.linkedin.com/in/bradleydice LinkedIn]</span></span>

<span style="font-size:medium"><span style="font-family:arial,helvetica,sans-serif">'''Bradley Dice''' is a scientist, software developer, and advocate for innovation and entrepreneurship in higher education. He is currently pursuing his PhD in Physics and Scientific Computing at the University of Michigan in Ann Arbor. He is a member of the Glotzer Group and is a National Science Foundation Graduate Research Fellow, researching nano-scale materials via computational simulations. Bradley attended William Jewell College in Kansas City, where he triple-majored in Physics, Chemistry, and Mathematics. He holds a strong passion for applying computation, simulation, statistics, and emerging techniques in data science to solve fundamental questions of our physical world and advance society.</span></span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

William Jewell 2015-2016 Leadership Circle: '''Bradley Dice''', [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

William Jewell 2014-2015 Leadership Circle: '''Bradley Dice''', [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Student Contributors|b]]

Resource:Leading a Living Learning Community

2017-07-25T14:14:37Z

Bdice: Added Colorado School of Mines

= Advice for Leading a Living Learning Community =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. Leading a Living Learning Community requires a great deal of creativity, passion, community building, and patience. [[Bradley Dice|Bradley Dice]] conducted interviews with University Innovation Fellows [[Jillian Jacques|Jillian Jacques]], [[Corey Brugh|Corey Brugh]], [[Asya Sergoyan|Asya Sergoyan]], and [[Nicole Parker|Nicole Parker]] to crowdsource ideas. Their expertise in leading residential communities themed around innovation and entrepreneurship included the following pieces of advice:

*'''Build in mentorship and support from older students''' (whether a Resident Assistant or other community leader). This makes experiences memorable and establishes a lasting sense of connection to the campus.
*'''Include residents as co-creators of their experience.''' Corey told his residents, "You get to define what this experience is going to be," and they responded with ideas for events and active participation. "You can't picture what this experience should be until they tell you what they want and help you design it," he advised.
*'''Consider the experience after the Living Learning Community.''' How should this experience shape the students' college careers? As a leader of the LLC, you are one part of a greater ecosystem.
*'''Tell the story of your students, and let their passions be known''' to the faculty, staff, and administrators who are key partners in the LLC. Work with Admissions, Communications, Residence Life, and other stakeholders who can feature exciting activities from your community.
*'''Incorporate your residents' passion for innovation and entrepreneurship''' alongside the themes suggested by Housing or Residence Life. Ask for their thoughts on a topic to provoke open conversation.
*"'''Show your energy and passion.''' The first-years will feed off of it," recommended Asya.
*'''Encourage your residents to have a growth mindset''' through games or activities that help reduce their fear of failure.
*'''Host faculty members or outside speakers.''' This enables Resident Assistants to focus more on promoting the event and less on the programming itself.
*'''Provide consistency through regular events''' like a weekly/monthly dinner. This can help with the hectic pace of a new student's schedule.
*'''Partner with other groups to reduce costs and meet new people.''' Think of other Living Learning Communities and how you might be able to offer interdisciplinary experiences, share ideas, and learn from one another.
*'''Find allies within Residence Life or related academic programs.''' Having strong relationships with partners is essential to the success of the community.
*'''Motivate residents to connect with innovators outside the community.''' Encourage them to meet faculty, administrators, speakers, and other leaders who can provide support, offer advice, and boost their professional network.

= Examples of Living Learning Communities =

For a good primer on the range of Innovation & Entrepreneurship LLCs in the United States, there is a useful report by Epicenter in collaboration with the University of Maryland and the University of Illinois at Urbana-Champaign: [http://epicenter.stanford.edu/resource/innovation-entrepreneurship-living-learning-programs Survey Results: Innovation & Entrepreneurship Communities]

Listed below are a small sample of Living Learning Communities focused on innovation and entrepreneurship. This list is intended to provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= Colorado School of Mines' Grand Challenges Community =

*[http://residencelife.mines.edu/RSL-EGC http://residencelife.mines.edu/RSL-EGC]
*This Colorado School of Mines Theme Learning Community focuses on Engineering Grand Challenges and has seen rapid growth in its first few years as word about the program has spread.
*'''LLC Features:'''
**A special course for community residents focusing on Engineering Grand Challenges (such as providing clean water)
**Residents present at the Senior Design Showcase
**Access to labs and faculty working on Engineering Grand Challenges
**Residents are co-creators of the experience, and their input shapes what kinds of events are held
*'''Example Events/Opportunities:'''
**Debate about personalized learning (an Engineering Grand Challenge) in higher education
**Group attendance at campus events like leadership conferences
**Rube Goldberg machine building
**Visiting startups in Denver
**Brainstorming and prototyping activities (What would you do with $10?)
**Teatime Tuesdays
**Some students are attending a summit in Washington, D.C. about Engineering Grand Challenges
*'''Requirements:'''
**1-hour course for two semesters combining design, ethics, and problem solving

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring services available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/]
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Resource:Leading a Living Learning Community

2017-07-25T03:12:35Z

Bdice: Added Epicenter link

= Advice for Leading a Living Learning Community =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. Leading a Living Learning Community requires a great deal of creativity, passion, community building, and patience. [[Bradley Dice|Bradley Dice]] conducted interviews with University Innovation Fellows [[Jillian Jacques|Jillian Jacques]], [[Corey Brugh|Corey Brugh]], [[Asya Sergoyan|Asya Sergoyan]], and [[Nicole Parker|Nicole Parker]] to crowdsource ideas. Their expertise in leading residential communities themed around innovation and entrepreneurship included the following pieces of advice:

*'''Build in mentorship and support from older students''' (whether a Resident Assistant or other community leader). This makes experiences memorable and establishes a lasting sense of connection to the campus.
*'''Include residents as co-creators of their experience.''' Corey told his residents, "You get to define what this experience is going to be," and they responded with ideas for events and active participation. "You can't picture what this experience should be until they tell you what they want and help you design it," he advised.
*'''Consider the experience after the Living Learning Community.''' How should this experience shape the students' college careers? As a leader of the LLC, you are one part of a greater ecosystem.
*'''Tell the story of your students, and let their passions be known''' to the faculty, staff, and administrators who are key partners in the LLC. Work with Admissions, Communications, Residence Life, and other stakeholders who can feature exciting activities from your community.
*'''Incorporate your residents' passion for innovation and entrepreneurship''' alongside the themes suggested by Housing or Residence Life. Ask for their thoughts on a topic to provoke open conversation.
*"'''Show your energy and passion.''' The first-years will feed off of it," recommended Asya.
*'''Encourage your residents to have a growth mindset''' through games or activities that help reduce their fear of failure.
*'''Host faculty members or outside speakers.''' This enables Resident Assistants to focus more on promoting the event and less on the programming itself.
*'''Provide consistency through regular events''' like a weekly/monthly dinner. This can help with the hectic pace of a new student's schedule.
*'''Partner with other groups to reduce costs and meet new people.''' Think of other Living Learning Communities and how you might be able to offer interdisciplinary experiences, share ideas, and learn from one another.
*'''Find allies within Residence Life or related academic programs.''' Having strong relationships with partners is essential to the success of the community.

= Examples of Living Learning Communities =

For a good primer on the range of Innovation & Entrepreneurship LLCs in the United States, there is a useful report by Epicenter in collaboration with the University of Maryland and the University of Illinois at Urbana-Champaign: [http://epicenter.stanford.edu/resource/innovation-entrepreneurship-living-learning-programs Survey Results: Innovation & Entrepreneurship Communities]

Listed below are a small sample of Living Learning Communities focused on innovation and entrepreneurship. This list is intended to provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring services available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/]
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Resource:Leading a Living Learning Community

2017-07-25T03:03:47Z

Bdice: Improved introduction

= Advice for Leading a Living Learning Community =

Leading a Living Learning Community requires a great deal of creativity, passion, community building, and patience. [[Bradley_Dice|Bradley Dice]] conducted interviews with University Innovation Fellows [[Jillian_Jacques|Jillian Jacques]], [[Corey_Brugh|Corey Brugh]], [[Asya_Sergoyan|Asya Sergoyan]], and [[Nicole_Parker|Nicole Parker]] to crowdsource ideas. Their expertise in leading residential communities themed around innovation and entrepreneurship included the following pieces of advice:

*'''Build in mentorship and support from older students''' (whether a Resident Assistant or other community leader). This makes experiences memorable and establishes a lasting sense of connection to the campus.
*'''Include residents as co-creators of their experience.''' Corey told his residents, "You get to define what this experience is going to be," and they responded with ideas for events and active participation. "You can't picture what this experience should be until they tell you what they want and help you design it," he advised.
*'''Consider the experience after the Living Learning Community.''' How should this experience shape the students' college careers? As a leader of the LLC, you are one part of a greater ecosystem.
*'''Tell the story of your students, and let their passions be known''' to the faculty, staff, and administrators who are key partners in the LLC. Work with Admissions, Communications, Residence Life, and other stakeholders who can feature exciting activities from your community.
*'''Incorporate your residents' passion for innovation and entrepreneurship''' alongside the themes suggested by Housing or Residence Life. Ask for their thoughts on a topic to provoke open conversation.
*"'''Show your energy and passion.''' The first-years will feed off of it," recommended Asya.
*'''Encourage your residents to have a growth mindset''' through games or activities that help reduce their fear of failure.
*'''Host faculty members or outside speakers.''' This enables Resident Assistants to focus more on promoting the event and less on the programming itself.
*'''Provide consistency through regular events''' like a weekly/monthly dinner. This can help with the hectic pace of a new student's schedule.
*'''Partner with other groups to reduce costs and meet new people.''' Think of other Living Learning Communities and how you might be able to offer interdisciplinary experiences, share ideas, and learn from one another.
*'''Find allies within Residence Life or related academic programs.''' Having strong relationships with partners is essential to the success of the community.

= Examples of Living Learning Communities =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. The communities listed below are a small sample, and may provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring services available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/]
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Resource:Leading a Living Learning Community

2017-07-25T03:01:32Z

Bdice: Bdice moved page Examples of Living Learning Communities to Leading a Living Learning Community: Topic is broader and more relevant to the page content.

= Advice for leading a Living Learning Community =

Leading a Living Learning Community requires a great deal of creativity, passion, community building, and patience. Bradley Dice conducted interviews with University Innovation Fellows Jillian Jacques, Corey Brugh, Asya Sergoyan, and Nicole Parker to crowdsource ideas for leading residential communities themed around innovation and entrepreneurship. Some common pieces of advice include:

*'''Build in mentorship and support from older students''' (whether a Resident Assistant or other community leader). This makes experiences memorable and establishes a lasting sense of connection to the campus.
*'''Include residents as co-creators of their experience.''' Corey told his residents, "You get to define what this experience is going to be," and they responded with ideas for events and active participation. "You can't picture what this experience should be until they tell you what they want and help you design it," he advised.
*'''Consider the experience after the Living Learning Community.''' How should this experience shape the students' college careers? As a leader of the LLC, you are one part of a greater ecosystem.
*'''Tell the story of your students, and let their passions be known''' to the faculty, staff, and administrators who are key partners in the LLC. Work with Admissions, Communications, Residence Life, and other stakeholders who can feature exciting activities from your community.
*'''Incorporate your residents' passion for innovation and entrepreneurship''' alongside the themes suggested by Housing or Residence Life. Ask for their thoughts on a topic to provoke open conversation.
*"'''Show your energy and passion.''' The first-years will feed off of it," recommended Asya.
*'''Encourage your residents to have a growth mindset''' through games or activities that help reduce their fear of failure.
*'''Host faculty members or outside speakers.''' This enables Resident Assistants to focus more on promoting the event and less on the programming itself.
*'''Provide consistency through regular events''' like a weekly/monthly dinner. This can help with the hectic pace of a new student's schedule.
*'''Partner with other groups to reduce costs and meet new people.''' Think of other Living Learning Communities and how you might be able to offer interdisciplinary experiences, share ideas, and learn from one another.
*'''Find allies within Residence Life or related academic programs.''' Having strong relationships with partners is essential to the success of the community.

= Examples of Living Learning Communities =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. The communities listed below are a small sample, and may provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring services available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/]
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Examples of Living Learning Communities

2017-07-25T03:01:32Z

Bdice: Bdice moved page Examples of Living Learning Communities to Leading a Living Learning Community: Topic is broader and more relevant to the page content.

#REDIRECT [[Leading a Living Learning Community]]

Resource:Leading a Living Learning Community

2017-07-25T03:00:14Z

Bdice: Added advice section

Resource:Leading a Living Learning Community

2017-07-22T14:22:48Z

Bdice: Removed extra character

= Examples of Living Learning Communities =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. The communities listed below are a small sample, and may provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring services available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/]
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Resource:Leading a Living Learning Community

2017-07-21T20:29:40Z

Bdice: Removed extra parenthesis.

= Examples of Living Learning Communities =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. The communities listed below are a small sample, and may provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring servicesa available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/]
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Resource:Leading a Living Learning Community

2017-07-21T20:23:07Z

Bdice: Created page

= Examples of Living Learning Communities =

Living Learning Communities (sometimes called Residential Learning Communities, Themed Housing, or Theme Communities) focused on innovation and entrepreneurship are available at many universities. The communities listed below are a small sample, and may provide ideas for forming a living-learning community at your college or university. Because these communities combine housing (living) with academic or extracurricular opportunities (learning), they provide a social environment and access to resources that can catalyze creativity and innovation among residents.

The list below documents features, events, opportunities, and requirements listed by the websites located for each community.

= Texas A&M's Startup Aggieland =

*[http://startupaggieland.com/ http://startupaggieland.com/]
*Texas A&M's Startup Aggieland hosts a "dormcubator" for 44 freshmen students
*'''LLC Features:'''
**One-day orientation at the beginning of the semester
**Free pizza & Red Bull in the dorm for LLC students, 
*'''Events/Opportunities:'''
**"Fireside chats" with serial entrepreneurs and faculty
**Partnerships across different colleges
**Roadtrip tour of tech companies in Austin and San Antonio (one each semester)
**Non-dilutive seed funding
**Professional pitch coaching
*'''Requirements:'''
**1-hour course in Entrepreneurship for two semesters
**Participation in 3 Day Startup or Startup 101

= University of Maryland's Hinman CEOs<br/> =

*[http://www.hinmanceos.umd.edu/ http://www.hinmanceos.umd.edu/]
*[[University of Maryland College Park|University of Maryland College Park]]
*Aims to "foster an entrepreneurial spirit, create a sense of community and cooperation, and develop ethical leaders"
*90 students going through a 2 year program
*'''LLC Features:'''
**25% of participants found companies
**Undergraduate focus
**On-demand mentorship from staff
*'''Events/Opportunities:'''
**Weekly speaker series
**Social events
**Executives-in-residence
**Non-dilutive seed funding
**Internships with local startups
*'''Requirements:'''
**12 credits of 4 required courses over 2 years (covering opportunity analysis, marketing high-tech innovations, legal issues facing entrepreneurs, and financial leadership of new ventures)

= Clemson University's IDEAS =

*[http://housing.clemson.edu/clemsonideas/ http://housing.clemson.edu/clemsonideas/]
*24 students
*'''LLC Features:'''
**Open to any major
**Mentorship from entrepreneurs
**Incubator space open to any majors
*'''Events/Opportunities:'''
**Tours of regional incubators/accelerators/economic development organizations
**Social activities aiming to create "fearless leaders"

= University of New Haven's Entrepreneurial Engineering LLC =

*[http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php http://www.newhaven.edu/student-life/residential-life/llc/entrepreneurial-engineering.php]
*'''LLC Features:'''
**Affiliated with KEEN initiatives
**Tutoring servicesa available to students
*'''Events/Opportunities:'''
**Certificate offered for participation over 4 years.
**Monthly discussion dinners
**Engineering challenges
**24 hour "Imagination Quests"
**Company tours

= Arizona State University Polytechnic's Startup Village =

*[http://www.asustartupvillage.com/ http://www.asustartupvillage.com/]
*[https://engineering.asu.edu/livehere/startup-village/ https://engineering.asu.edu/livehere/startup-village/])
*'''LLC Features:'''
**Houses in a cul-de-sac (not dorms!)
**Community spaces (a community house) for extra work/event space
*'''Events/Opportunities:'''
**Weekly meetings with entrepreneurship faculty and mentors
**Connection with entrepreneurial programs at ASU through Changemaker Central
**Direct involvement with leading ASU Entrepreneurship efforts (see "Requirements")
*'''Requirements:'''
**Sophomore standing or higher
**Become certified through ASU Startup School
**Plan/lead ASU Startup Weekend
**Provide office hours for mentoring other students
**Implement programs useful to other student entrepreneurs (e.g. field trips, events, lectures, workshops)

Resource:How to advocate and create a living learning communities

2017-07-20T10:35:39Z

Bdice: Grammatical fixes

== <span style="font-size:medium;"><u>Introduction</u><br/></span> ==

<span style="font-size:medium;"><span style="font-family:arial,helvetica,sans-serif">Creating new living learning communities on your campus can be an intimidating task full of red tape and roadblocks in the form of funding, support, and finances. However, when pulled off, a new living learning community on campus has the unique opportunity of being able to access a large number of students, encouraging progress in innovative and entrepreneurial activities, while giving the students the opportunity to learn more deeply in their area of choice increasing GPAs and later success. To create a living learning community means working with residential housing, faculty, advisor boards, financial advisors, and other students. Balancing these demands can be very difficult, so University Innovation Fellow [[Corey Brugh|Corey Brugh]] of [[Colorado School of Mines|Colorado School of Mines]] answered some questions about his own experience and how to help other fellows pursue similar changes on their campus.</span></span>

== <span style="font-size:medium;"><u>Purpose</u></span> ==

<span style="font-size:medium;">Before there any steps are taken towards creating a new living learning community, there needs to be a purpose or measurable goal in place to steer the progress of the community in the right direction. At Colorado School of Mines there was a growing desire from successful alumni to expand and improve the Entrepreneurial programs on campus. This encouragement started the ball rolling to look into potential solutions and ways to improve. As a traditionally military focused school, there was little need desire or ability for students to start up businesses after college. However, now with increasing civilian numbers, demand is growing. Additional research from faculty showed that a living learning community introducing entrepreneurialism could be a desirable addition to the class offerings. From the expressed interest of graduated alumni, the opinion of current students was identified. Now, a living learning community could be developed to suit their and the university's needs.</span>

=== <span style="font-size:medium;"><span style="color:#008080">Curriculum</span></span><br/> ===

<span style="font-size:medium;"><span style="color:#008080">The Living Learning Community content represented in this newly minted class needs to reflect the purpose for which it was created. For Colorado School of Mines, this meant modeling the Living Learning Community after the popular business pitch TV show Shark Tank. Students spend the majority of their semester researching a topic and creating a business plan around it. At the end of the living learning community, their final grade is determined by a panel of judges evaluating the progress and quality of their proposed startup.</span></span>

== <span style="font-size:medium;"><u>Student Participation</u></span> ==

<span style="font-size:medium;">Student participation is a necessity for any living learning community to survive in a university. Corey acted as a student ambassador for the living learning community and frequented business lecture halls, major specific study areas, and public gathering places to give a face to the program and collect contact information to keep students informed of sign up deadlines and other developments.</span>

=== <span style="font-size:medium;"><span style="color:#008080">Student Ambassador(s)</span></span> ===

<span style="font-size:medium;"><span style="color:#008080">After approval for a new living learning community has been granted, it is necessary for the fellow or other student representatives to bring the class to the attention of their fellow students. Enough students will have to have already shown enough interest in the class for it to have made it this far. However, for a living learning community to grow in popularity, a group of student ambassadors for the class needs to reach out and contact other students in their university.</span></span>

== <span style="font-size:medium;"><u>Faculty Cooperation</u></span> ==

<span style="font-size:medium;">As the title of this guide indicates, working with faculty is one of the main parts in creating new living learning community. Faculty have the know-how of the inner workings of the school system, and can get a living learning community funded, approved, planned, and taught faster than any coalition of students. However, this also means working with and adjusting plans to fit these professionals' opinions and advice. One of the reasons the program at Norwich is able to exist is because of the support of multiple faculty members. Without their assistance, the work facing a group of students can seem too daunting for puruit. Thus, here are a few of the ways that faculty can help you.</span>

=== <span style="font-size:medium;"><span style="color:#008080">Curriculum</span><br/></span> ===

<span style="font-size:medium;"><span style="color:#008080">The curriculum in the living learning community "Intro to Entrepreneurship" that Corey worked to implement was based off of pre-existing business, engineering, and entrepreneurism classes, but tweaked enough to give it the innovative flare that warranted making it a separate living learning community. Having a model to base a newly formed class' curriculum on is helpful. It allows those in charge to edit and adjust the elements that weren't working in the previous living learning community and make the improvements visible in the form of a new class.</span></span>

=== <span style="font-size:medium;"><span style="color:#008080">Financial Support</span><br/></span> ===

<span style="font-size:medium;"><span style="color:#008080">In addition to helping form the curriculum, faculty such as professors are the closest access most students have to grant money. Inspired by outside interest, the program was funded and backed internally through the university, especially the Student Life Office.</span></span>

=== <span style="font-size:medium;"><span style="color:#008080">Management</span><br/></span> ===

<span style="font-size:medium;"><span style="color:#008080">One of the potentially biggest hurdles to conquer in implementing a new class is finding someone to teach it. Just like the other complex issues in this process, this too can be made easier with faculty assistance. The current professors will likely know if someone would be interested in teaching the living learning community and can put you in contact with them.</span></span>

== <span style="font-size:medium;"><u>Interdisciplinary Involvement</u><br/></span> ==

<span style="font-size:medium;">The program at Colorado School of Mines is a class offered through the business college. However, Corey is an engineer and acknowledges the fact that it can make it difficult for many engineering students to participate in this new development. In this case, if it is currently not in the cards to create a mutlidisciplinary living learning community at your university, do the best you can. For Corey this means that although the class is business oriented now, in the future the students exiting the class with potentially valid startup ambitions can team up with engineering students in a maker space that is currently in the works.</span>

== <span style="font-size:medium;"><u>Words of Advice (Tips & Tricks)</u><br/></span> ==

<span style="font-size:medium;">New living learning community availabilities for students to register in should be announced as early as possible. Announcing living learning communitys weeks after most students have finalized their schedules can make it difficult to encourage them to join the class.</span>

<span style="font-size:medium;">Find students and faculty who are at least as passionate about encouraging the growth of I & E on your campus as you are. Working with them will make the entire process easier and allow for word about the living learning community to spread faster.</span>

<span style="font-size:medium;">[[Category:Experiment]]</span>

Resource:How to advocate and create a living learning communities

2017-07-20T10:34:19Z

Bdice: Grammatical fixes

== <span style="font-size:medium;"><u>Introduction</u><br/></span> ==

<span style="font-size:medium;"><span style="font-family:arial,helvetica,sans-serif">Creating new living learning communities on your campus can be an intimidating task full of red tape and roadblocks in the form of funding, support, and finances. However, when pulled off, a new living learning community on campus has the unique opportunity of being able to access a large number of students, encouraging progress in innovative and entrepreneurial activities, while giving the students the opportunity to learn more deeply in their area of choice increasing GPAs and later success. To create a living learning community means working with residential housing, faculty, advisor boards, financial advisors, and other students. Balancing these demands can be very difficult, so University Innovation Fellow [[Corey Brugh|Corey Brugh]] of [[Colorado School of Mines|Colorado School of Mines]] answered some questions about his own experience and how to help other fellows pursue similar changes on their campus.</span></span>

== <span style="font-size:medium;"><u>Purpose</u></span> ==

<span style="font-size:medium;">Before there any steps are taken towards creating a new living learning community, there needs to be a purpose or measurable goal in place to steer the progress of the community in the right direction. At Colorado School of Mines there was a growing desire from successful alumni to expand and improve the Entrepreneurial programs on campus. This encouragement started the ball rolling to look into potential solutions and ways to improve. As a traditionally military focused school, there was little need desire or ability for students to start up businesses after college. However, now with increasing civilian numbers, demand is growing. Additional research from faculty showed that a living learning community introducing entrepreneurialism could be a desirable addition to the class offerings. From the expressed interest of graduated alumni, the opinion of current students was identified. Now, a living learning community could be developed to suit their and the university's needs.</span>

=== <span style="font-size:medium;"><span style="color:#008080">Curriculum</span></span><br/> ===

<span style="font-size:medium;"><span style="color:#008080">The Living Learning Community content represented in this newly minted class needs to reflect the purpose for which it was created. For Colorado School of Mines, this meant modeling the Living Learning Community after the popular business pitch TV show Shark Tank. Students spend the majority of their semester researching a topic and creating a business plan around it. At the end of the living learning community, their final grade is determined by a panel of judges evaluating the progress and quality of their proposed startup.</span></span>

== <span style="font-size:medium;"><u>Student Participation</u></span> ==

<span style="font-size:medium;">Student participation is a necessity for any living learning community to survive in a university. Corey acted as a student ambassador for the living learning community and frequented business lecture halls, major specific study areas, and public gathering places to give the program a face to the name and collect contact information to keep students informed of sign up deadlines and other devolopments.</span>

=== <span style="font-size:medium;"><span style="color:#008080">Student Ambassador(s)</span></span> ===

<span style="font-size:medium;"><span style="color:#008080">After approval for a new living learning community has been granted, it is necessary for the fellow or other student representatives to bring the class to the attention of their fellow students. Enough students will have to have already shown enough interest in the class for it to have made it this far. However, for a living learning community to grow in popularity, a group of student ambassadors for the class needs to reach out and contact other students in their university.</span></span>

== <span style="font-size:medium;"><u>Faculty Cooperation</u></span> ==

<span style="font-size:medium;">As the title of this guide indicates, working with faculty is one of the main parts in creating new living learning community. Faculty have the know-how of the inner workings of the school system, and can get a living learning community funded, approved, planned, and taught faster than any coalition of students. However, this also means working with and adjusting plans to fit these professionals' opinions and advice. One of the reasons the program at Norwich is able to exist is because of the support of multiple faculty members. Without their assistance, the work facing a group of students can seem too daunting for puruit. Thus, here are a few of the ways that faculty can help you.</span>

=== <span style="font-size:medium;"><span style="color:#008080">Curriculum</span><br/></span> ===

<span style="font-size:medium;"><span style="color:#008080">The curriculum in the living learning community "Intro to Entrepreneurship" that Corey worked to implement was based off of pre-existing business, engineering, and entrepreneurism classes, but tweaked enough to give it the innovative flare that warranted making it a separate living learning community. Having a model to base a newly formed class' curriculum on is helpful. It allows those in charge to edit and adjust the elements that weren't working in the previous living learning community and make the improvements visible in the form of a new class.</span></span>

=== <span style="font-size:medium;"><span style="color:#008080">Financial Support</span><br/></span> ===

<span style="font-size:medium;"><span style="color:#008080">In addition to helping form the curriculum, faculty such as professors are the closest access most students have to grant money. Inspired by outside interest, the program was funded and backed internally through the university, especially the Student Life Office.</span></span>

=== <span style="font-size:medium;"><span style="color:#008080">Management</span><br/></span> ===

<span style="font-size:medium;"><span style="color:#008080">One of the potentially biggest hurdles to conquer in implementing a new class is finding someone to teach it. Just like the other complex issues in this process, this too can be made easier with faculty assistance. The current professors will likely know if someone would be interested in teaching the living learning community and can put you in contact with them.</span></span>

== <span style="font-size:medium;"><u>Interdisciplinary Involvement</u><br/></span> ==

<span style="font-size:medium;">The program at Colorado School of Mines is a class offered through the business college. However, Corey is an engineer and acknowledges the fact that it can make it difficult for many engineering students to participate in this new development. In this case, if it is currently not in the cards to create a mutlidisciplinary living learning community at your university, do the best you can. For Corey this means that although the class is business oriented now, in the future the students exiting the class with potentially valid startup ambitions can team up with engineering students in a maker space that is currently in the works.</span>

== <span style="font-size:medium;"><u>Words of Advice (Tips & Tricks)</u><br/></span> ==

<span style="font-size:medium;">New living learning community availabilities for students to register in should be announced as early as possible. Announcing living learning communitys weeks after most students have finalized their schedules can make it difficult to encourage them to join the class.</span>

<span style="font-size:medium;">Find students and faculty who are at least as passionate about encouraging the growth of I & E on your campus as you are. Working with them will make the entire process easier and allow for word about the living learning community to spread faster.</span>

<span style="font-size:medium;">[[Category:Experiment]]</span>

File:Prototyping Rack Sample 2.jpeg

2016-01-27T01:47:13Z

Bdice: This is an example of a Mobile Prototyping Rack / Creativity Cart from William Jewell College.

This is an example of a Mobile Prototyping Rack / Creativity Cart from William Jewell College.

File:Prototyping Rack Sample 1.jpeg

2016-01-27T01:46:42Z

Bdice: This is an example of a Mobile Prototyping Rack / Creativity Cart from William Jewell College.

This is an example of a Mobile Prototyping Rack / Creativity Cart from William Jewell College.

Resource:How to lead a startup workshop about civic technology

2016-01-22T01:27:10Z

Bdice: Revised "time saving" concept.

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Introduction</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">This article provides information on how to lead a startup workshop about civic technology that can help connect several different campuses. The process is based off of [[Bradley_Dice|Bradley Dice]]’s work with #OneDayKC and the effort of those who helped plan the event. #OneDayKC was meant to bring together a group that had a common purpose of furthering lean startups and design thinking within the Kansas City area. This can be done on your own campus to kick-start a generation that thinks about the needs and problems in the surrounding community.</span></span>

[[File:ODKCSP.jpeg|border|center|ODKCSP.jpeg]]

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Why?</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Have you ever thought about jumpstarting design thinking and change strategies in an area where those concepts have yet to be established? Or if you want to see an increase in involvement of students in the local community/institution, then leading a startup workshop for civic technology is just what you need to do. The purpose is to foster collaboration through interdisciplinary partnerships and the joining of multiple institutions. This allows for a greater variety of students to be reached. It will also help gain community awareness and support that will increase participation in innovative design and entrepreneurial thinking.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Get Support</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">The importance of stakeholders cannot be stressed enough. They are a crucial part of getting the workshop together. Stakeholders will provide funding and may even help connect you to people and places that will be able to host the event.  Make sure that you set up the appropriate meetings and gather support from those that really want to see an improvement on innovation and entrepreneurship in the community. This also goes for influential speakers and hosts for the event; if it matters to the speakers, the participants will see that and respond positively to it. </span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(51, 51, 51); vertical-align: baseline; white-space: pre-wrap;">You may consider requesting help from mentors, speakers, sponsors, or judges.</span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Also, gather support from local innovative centers, like incubators/accelerators, and speakers that specialize in fostering design thinking. The purpose of this event is to get students thinking about startups and changing the community they live in.</span></span>
<p style="text-align: right;"><span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">[[File:ODKC.jpeg|thumb]]</span></span></p><p style="text-align: right;"></p>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Who’s invited?</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Don’t rule anyone out. This event can be geared specifically toward college students, but you can never begin thinking about startups too early so you might want to reach out to high schoolers as well. As far as getting the students on board, pitching workshops to showcase what they would see, do, and learn is a great way to go about it. Remember: investment equals seriousness; have participants submit a resume and/or application and they will be more likely to show up and become invested in the event.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Timeline</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Start early and pick a reasonable date that you know you can make work. Three months is typically a safe place to start. This will give you time to get plans, stakeholders, curriculum, and locations squared away if planning starts on time. You will not need to start getting participants on board until about a month and a half out. That will still give you time to get plans finalized and to get students thinking about the event but not enough time for them to forget about it.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Activities & Curriculum</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">The activities you plan to provide should fall into accordance with the amount of time you have set aside for the event, i.e. a 12 hour one day event or a three day long event. Think about the locations that are hosting the activities and the time it will take to travel in between. </span></span><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">As far as the startups go, it’s all about getting out of the building. </span><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">Take the participants into the community to get actual feedback and validate the problems in the area. </span><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.6667px; white-space: pre-wrap; background-color: transparent;">Keeping the group's "home base" in one place for the day can be beneficial, since every minute is valuable for students to be getting out of the building and validating their Lean startup ideas. Make sure to mix it up with speakers as well as hands-on collaboration.</span>

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">You must also have a desired curriculum for the event and an idea of what you want participants to take away from it. Have someone who is involved with innovation/startups in charge of this. It would be beneficial to focus on an area that everyone relates to but engage different demographics and different majors/departments because this will allow other perspectives to be brought to the table. Remember: start with the problem and work toward the solution. Have participants ask questions in the form of ‘how might we…’ in order to offer up </span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(51, 51, 51); vertical-align: baseline; white-space: pre-wrap;">an open-minded set of solutions, instead of locking into a single solution before understanding the problem.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Extra Links</span></span> =

Check out the #OneDayKC Description here:

[https://docs.google.com/document/d/1Qy_HAnQHhZlHS37VA1oM3TTcqgxvr_b0pTzg-BnOkSk/edit <span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://docs.google.com/document/d/1Qy_HAnQHhZlHS37VA1oM3TTcqgxvr_b0pTzg-BnOkSk/edit</span>]

Written by: [[Jessica Zahn|Jessica Zahn]], [[Sarrah Truong|Sarrah Truong]]

[[Category:Expirement]]

Resource:How to lead a startup workshop about civic technology

2016-01-22T01:23:58Z

Bdice: Added link to user profile.

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Introduction</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">This article provides information on how to lead a startup workshop about civic technology that can help connect several different campuses. The process is based off of [[Bradley_Dice|Bradley Dice]]’s work with #OneDayKC and the effort of those who helped plan the event. #OneDayKC was meant to bring together a group that had a common purpose of furthering lean startups and design thinking within the Kansas City area. This can be done on your own campus to kick-start a generation that thinks about the needs and problems in the surrounding community.</span></span>

[[File:ODKCSP.jpeg|border|center|ODKCSP.jpeg]]

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Why?</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Have you ever thought about jumpstarting design thinking and change strategies in an area where those concepts have yet to be established? Or if you want to see an increase in involvement of students in the local community/institution, then leading a startup workshop for civic technology is just what you need to do. The purpose is to foster collaboration through interdisciplinary partnerships and the joining of multiple institutions. This allows for a greater variety of students to be reached. It will also help gain community awareness and support that will increase participation in innovative design and entrepreneurial thinking.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Get Support</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">The importance of stakeholders cannot be stressed enough. They are a crucial part of getting the workshop together. Stakeholders will provide funding and may even help connect you to people and places that will be able to host the event.  Make sure that you set up the appropriate meetings and gather support from those that really want to see an improvement on innovation and entrepreneurship in the community. This also goes for influential speakers and hosts for the event; if it matters to the speakers, the participants will see that and respond positively to it. </span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(51, 51, 51); vertical-align: baseline; white-space: pre-wrap;">You may consider requesting help from mentors, speakers, sponsors, or judges.</span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Also, gather support from local innovative centers, like incubators/accelerators, and speakers that specialize in fostering design thinking. The purpose of this event is to get students thinking about startups and changing the community they live in.</span></span>
<p style="text-align: right;"><span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">[[File:ODKC.jpeg|thumb]]</span></span></p><p style="text-align: right;"></p>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Who’s invited?</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Don’t rule anyone out. This event can be geared specifically toward college students, but you can never begin thinking about startups too early so you might want to reach out to high schoolers as well. As far as getting the students on board, pitching workshops to showcase what they would see, do, and learn is a great way to go about it. Remember: investment equals seriousness; have participants submit a resume and/or application and they will be more likely to show up and become invested in the event.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Timeline</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Start early and pick a reasonable date that you know you can make work. Three months is typically a safe place to start. This will give you time to get plans, stakeholders, curriculum, and locations squared away if planning starts on time. You will not need to start getting participants on board until about a month and a half out. That will still give you time to get plans finalized and to get students thinking about the event but not enough time for them to forget about it.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Activities & Curriculum</span></span> =

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">The activities you plan to provide should fall into accordance with the amount of time you have set aside for the event, i.e. a 12 hour one day event or a three day long event. Think about the locations that are hosting the activities and the time it will take to travel in between. Suggestion: don’t travel too much, it will take away from the event and use valuable time. Make sure to mix it up with speakers as well as hands-on collaboration. As far as the startups go, it’s all about getting out of the building. Take the participants into the community to get actual feedback and validate the problems in the area.</span></span>

<span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">You must also have a desired curriculum for the event and an idea of what you want participants to take away from it. Have someone who is involved with innovation/startups in charge of this. It would be beneficial to focus on an area that everyone relates to but engage different demographics and different majors/departments because this will allow other perspectives to be brought to the table. Remember: start with the problem and work toward the solution. Have participants ask questions in the form of ‘how might we…’ in order to offer up </span><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(51, 51, 51); vertical-align: baseline; white-space: pre-wrap;">an open-minded set of solutions, instead of locking into a single solution before understanding the problem.</span></span>

= <span id="docs-internal-guid-01762ec7-615f-5250-c1ce-b49e0e485310"><span style="font-size: 16px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Extra Links</span></span> =

Check out the #OneDayKC Description here:

[https://docs.google.com/document/d/1Qy_HAnQHhZlHS37VA1oM3TTcqgxvr_b0pTzg-BnOkSk/edit <span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://docs.google.com/document/d/1Qy_HAnQHhZlHS37VA1oM3TTcqgxvr_b0pTzg-BnOkSk/edit</span>]

Written by: [[Jessica Zahn|Jessica Zahn]], [[Sarrah Truong|Sarrah Truong]]

[[Category:Expirement]]

Fellow:Bradley Dice

2016-01-14T04:37:52Z

Bdice: Updated Class Year

== Bio ==
'''[[File:Bradley Dice Bio Page Photo.png|thumb|200x200px]]''' <span style="font-family: Tahoma; font-size: 12pt;">'''Bradley Dice''' is a scientist, software developer, and advocate of open data. He is triple-majoring in Physics, Chemistry, and Mathematics at William Jewell College (Class of 2016). He holds a strong passion for improving scientific methodology and business analytics through technology.</span>

<span style="font-family: Tahoma; font-size: 12pt;">Connect with me: [http://www.bradleydice.com Portfolio] | [https://twitter.com/Bradley_Dice Twitter] | [https://www.linkedin.com/in/bradleydice LinkedIn]</span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

William Jewell 2015-2016 Leadership Circle: '''Bradley Dice''', [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

William Jewell 2014-2015 Leadership Circle: '''Bradley Dice''', [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Student Contributors|b]]

Fellow:Bradley Dice

2016-01-14T04:36:31Z

Bdice: Updated Leadership Circles

'''[[File:Bradley Dice Bio Page Photo.png|thumb|200x200px|Bradley Dice Bio Page Photo.png]]''' <span style="font-family: Tahoma; font-size: 12pt;">'''Bradley Dice''' is a scientist, software developer, and advocate of open data. Currently a senior at William Jewell College in Kansas City, he is triple-majoring in Physics, Chemistry, and Mathematics, and holds a strong passion for improving scientific methodology and business analytics through technology.</span>

<span style="font-family: Tahoma; font-size: 12pt;">Connect with me: [http://www.bradleydice.com Portfolio] | [https://twitter.com/Bradley_Dice Twitter] | [https://www.linkedin.com/in/bradleydice LinkedIn]</span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

William Jewell 2015-2016 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

William Jewell 2014-2015 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Student Contributors|b]]

School:William Jewell College

2016-01-14T04:34:56Z

Bdice: Fixed Current Fellows

= Overview<br/> =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship<br/> =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. One goal of the 2015-16 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons. There is also a 3D printer. There is a great amount of resources that students could be using in entrepreneurial endeavors. 

= Faculty Innovation and Entrepreneurship<br/> =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus<br/> =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations<br/> ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, and Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body.  The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events<br/> ==

     William Jewell College offers and extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecturere series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple instituitions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

== Spaces<br/> ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved for any time of the day. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, and  multiple collaboration spaces.

On Jewell’s campus there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, are however, mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body.

A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

== Opportunities<br/> ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, or start a business with these funds. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship<br/> =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

= Related Resources<br/> =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

'''Current Fellows'''

[[Alex Holden]]

[[Gretchen Mayes|Gretchen Mayes]]

[[Trevor Nicks|Trevor Nicks]]

Benjamin Shinogle

[[Macy Tush|Macy Tush]]

[[Bradley Dice|Bradley Dice]]

2015-2016 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

2014-2015 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Universities]]

Fellow:Bradley Dice

2015-11-21T20:01:37Z

Bdice:

'''[[File:Bradley Dice Bio Page Photo.png|thumb|200x200px|Bradley Dice Bio Page Photo.png]]''' <span style="font-family: Tahoma; font-size: 12pt;">'''Bradley Dice''' is a scientist, software developer, and advocate of open data. Currently a senior at William Jewell College in Kansas City, he is triple-majoring in Physics, Chemistry, and Mathematics, and holds a strong passion for improving scientific methodology and business analytics through technology.</span>

<span style="font-family: Tahoma; font-size: 12pt;">Read more [http://about.me/bradleydice about me »]</span>

<span style="font-family: Tahoma; font-size: 12pt;">Connect with me: [https://twitter.com/Bradley_Dice Twitter] | [https://www.linkedin.com/in/bradleydice LinkedIn]</span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

William Jewell College 2014-2015 Leadership Circle: '''Bradley Dice''', [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Student Contributors|Student_Contributors]]

Priorities:William Jewell College Strategic Priorities

2015-10-07T15:39:07Z

Bdice:

= Strategic Priorities at William Jewell College =

= Priority 1: Promoting Student Voice & Events =

== Paperless @ Jewell ==
<div>Recent campus changes have brought about a new “library of the 21st century,” the Pryor Learning Commons (PLC). The PLC has revolutionized the way our campus works with regards to reducing paper waste and fully embraces its role as a “paperless building.” However, many traditional modes of student communication such as flyers are disallowed from buildings that are paperless. The advent of social media has not stemmed the problem, but has in some ways exacerbated it. Students invite their existing social connections to events, and a broader audience effectively cannot be reached by an organization looking to expand its outreach efforts. However, new efforts like the program called JewellVerse may be a viable avenue for the production of a technological solution to this problem.</div><div><br/></div><div>JewellVerse is an initiative begun this school year, in which every student, faculty, and staff has an iPad, enabling a single-device synergy that empowers mobile technology in and around the classroom. Professors are beginning to integrate digital materials into their pedagogical approaches in new ways, and the technology is facilitating collaboration and a spread of ideas that previously would have been too arduous to orchestrate without a unified device ecosystem.</div><div><br/></div><div>The gradual transition that many colleges and universities have seen towards working in a digital environment is more complete at Jewell than at many comparable institutions. This presents an interesting dilemma: as the learning curve of a digital campus becomes easier and easier, William Jewell College is experiencing the advantages of working in a digital environment. At the same time, many of the historical means by which students market organizational activities rely on paper and printers, which have perhaps the widest accessibility of any classroom technology ever. Developing digital solutions to work in a digital ecosystem can take a substantial investment of time and energy, and there are few people capable of software development. We consider a Lean approach to this problem, where the problem will be validated, key stakeholder input will be collected, resources identified, and a fail-fast, agile approach to development will be taken.</div><div><br/></div>
== Marketing to Advance Innovation and Entrepreneurship ==
<div>The solution identified through Lean customer interviews involves creating an application to replace the existing “#jewellplc” Twitter feed TV that would include additional content feeds, particularly calendar/event feeds for organizations. On a TV, the application would scroll through content and change feeds from Twitter to Instagram to Campus Events. The same framework that has been used to prototype this project can be used to develop mobile applications, and could lead to an iPad version of the project complete with push notifications of new events.</div><div><br/></div><div>One key consideration is how this project can help advance innovation and entrepreneurship on campus. Primarily, this project aims to increase '''collision frequency'''. This is a key predictive metric for innovation and the exchange of ideas. By catalyzing a broader campus involvement, the culture of William Jewell College becomes a better environment for sharing ideas. As a liberal arts institution, William Jewell has a diverse group of interdisciplinary thinkers, makers, and researchers. We aim to improve our “return on collisions,” as Zappos CEO Tony Hsieh phrases it in [https://www.youtube.com/watch?v=1kaAVbf-I7w his talk about the Downtown Project in Las Vegas], embracing three core elements: Collision, Co-learning, and Connectedness. These are crucial for entrepreneurial mindsets and creative thinking to flourish.</div><div><br/></div><div>Another way that this can help our campus entrepreneurs is through establishing policies that would allow not only student organizations and staff to utilize the board, but also student entrepreneurs seeking to promote their ventures. By having an established channel, the awareness of entrepreneurship at Jewell will help normalize the idea that students are capable of designing and running a startup, combatting the currently risk-averse nature of the student body.</div><div><br/></div><div>As for any communications channel, it is important that the spirit of William Jewell College is conveyed as a part of our message. Our commitments to academic excellence, experiential learning, and service would be furthered by connecting students to resources such as the Academic Achievement Center, Office of Global Studies, and Center for Justice and Sustainability. This helps these infrastructural elements of William Jewell get closer to students’ everyday lives.</div><div><br/></div>
== Campus Data ==
<div>In the development of this project, many streams of data will be consumed and placed into the application. One side effect of this process is that the data feeds could be made available to students. Innovation benefits from an open campus data policy, adhering to ideas such as those stated by [http://campusdata.org/ the Campus Data initiative]. By bringing this sort of openness to the “JewellVerse” program, student makers and innovators would have the opportunity to do civic-hacking-style projects and improve their campus community.</div><div><br/></div>
= Priority 2: Leveraging Research Internships & Industry Mentorship =

<span style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">William Jewell College students, researchers, and entrepreneurs struggle to gain industry experience with their academic projects and curriculum that would be necessary for long-term pursuits. Projects are used to benefit the students education in an academic setting but does not benefit the invested student in  being more marketable for a future career. By accessing the distinguished alumni, local business owners, and professionals of all trade to help guide these academic projects would help students develop professional relationship, a future mentor, and skills for the industry.</span>
<div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">More or less, students participate in outstanding academic research and work while being students of William Jewell College. However to integrate these projects into internships with local business owners and entrepreneurs, students would gain an understanding of how their education and work is used in a job setting. These relationships with students would develop a possible mentorship.</div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div>
== Taking Initiative ==

To guide a better mentor and internship program for student to excel their research experience a preliminary study needs to be conducted to assess how many students are participating in research. The hardest part of starting this initiative will be finding enough people in the industry to accept this task of advising students through research or projects. 

Students who want to gain a stronger set of skills for working in the industry would talk to their department faculty about doing research through a business or mentor program. The research project itself can be determined through the faculty and student; or it can be discussed between the student and mentor to decide how their research can best play into their future in the industry to formulate what the project should be. Preferrably, the project would end up being very similar or exactly like an internship but with integrated reserach. 

These types of research internship and industrial mentorships would provide students with a greater netowrk of how their education and studies will benefit in a future career path. Ultimately, this would prepare the student, researcher, and future entrepreneur with a more broad understanding of how their knowledge is used to innovate in an industry that is constantly changing for new ways and ideas. 

== Difference ==

A research internship would be similar but not exactly like any other type of research or internship. By combining the two aspects of research and an internship, there is a level of learning to adapt previous knowledge with constant change of a competitive industry. Students will learn to be more innovative to succeed in this competitive atmosphere. This type of learning is something that can not be replicated in the academic reserach facility. The mentoring business will benefit from acquiring the student's research for innovative thinking and problem solving. 

= Priority 3: Developing Innovative Curricular Endeavors =
<div>
William Jewell College Students and Faculty have had difficulty starting large-scale projects with longevity and a diverse set of smaller interdisciplinary avenues/projects due to the lack of student and faculty body support. Students face barriers of hard-to-inspire colleagues and professors that have begun accepting the status quo. Students, Faculty, and staff have succumbed to excessive risk aversion. Facilitating the creation of large scale projects that utilize the resources of the local community and the forged relationships between students and faculty will invigorate the innovative and entrepreneurial spirit and results of the College.

More specifically, the curriculum at Jewell is lacking interdisciplinary projects in all majors. Jewell should launch broad projects, with smaller projects intertwined that students can complete over their four year college career. These said projects would give students experience that would have a quantifiable solution to use to market themselves as they enter the job world in the future. This solution would not only benefit the student but also the beneficiaries of the project. For example if a broad project taken on by the college was to reduce poverty in Kansas City, then the small project would have to show a reduction in poverty on some quantitative level. A small project could be a psychology demographic research project of residents in Kansas City living in poverty. Finally, the college and faculty would benefit from a curriculum change such as this. Even as it would be more work, for faculty it would allow the college to be able to have marketing solutions and have a more concrete way of showing successful community outreach.

== Task 1: Collecting Initial Data ==

The first task is to complete research and map the demographics and plausibility of this proposal. As we talk to more faculty and students, we will learn more potential problems. Therefore the first task will be a base survey to collect and sort aggregate data as to the amount of support both from the college and for the surrounding community.

== Task 2: Developing Policy ==

Drafting a white page document that will serve as a formal proposal is the most important process. During this drafting process we will use expert insight into legal and contractual requirements. Eventually this document will be overhauled by student, faculty, and community leader committees before submitting the document to administration of the college.

== Task 3: Launching Initiative ==

Once support has been mapped, the next goal is start the marketing process. This will be done through social media, and campus engagement at first. Then later we will have a launch day where funding will be used to incentivize attendance and a website for the initiative will also be launched on this launch day.
</div>
= Priority 4: Interdisciplinary Communication =

== Tactic 1: Building Relationships<br/> ==
<div>Building relationships with leadership and faculty will allow for a means of entry into the faculty communication circle. Reaching out to faculty and attend a faculty meeting to open conversation about how William Jewell College can move from "polydisciplinary" - in which students are simultaneously engaged in many disciplines - to truly "interdiscplinary" - in which faculty and students connect disparate ideas and have investment in programs beyond the department.</div>
== Tactic 2: Pitching Interdisciplinary Ideas<br/> ==
<div>Communicating between areas of study and departments for the purpose of collaboration will benefit the community by expanding the effects of the liberal arts approach at William Jewell College. Inviting faculty from other departments to lectures, shadow a class, collaborate on curriculum, and share ideas are the objectives of interdepartmental communication. For example, if a class is discussing a subject that relates to that of another discipline, it could be enriching to bring a faculty member from the other department to speak on the subject. Furthermore, if a department had a program that could be of interest to a student outside the major, faculty to faculty communication could facilitate communicating this program to their students.</div><div><br/></div>
== Tactic 3: Unifying Silos<br/> ==
<div>As students have expressed, they feel comfortable communicating with faculty in their own discipline, but are hesitant to contact those who are not in their disciple. Breaking down silos that block communication could aid in encouraging students talking to faculty in other disciplines. As William Jewell is a liberal arts institution, it is a goal of the college to create well rounded individuals who value critical thinking. This goal can be facilitated through accessibility to the whole faculty, not just those in one's department.</div>
= Priority 5: Prospective Student Outreach =
<div>Currently William Jewell Admissions have not made entrepreneurship and innovation a key aspect to market about Jewell when reaching out to students. Priority 1 involves marketing to students already on our campus, but this initiative looks further into Jewell's future by engaging prospective students. The goal of this initiative would be for our Leadership Circle to build a relationship with Admissions in order to develop different ways for Admissions to share about all of Jewell's entrepreneurial resources and opportunities. This will be beneficial to the campus by bringing in more students who are driven by entrepreneurship and innovation,  while also ensuring that all students coming into Jewell have knowledge of opportunities and resources that may currently seem hidden (even to current students) from the start.</div>
== Tactic 1: Create a Relationship and Collect Information ==
<div>The first step is to create a relationship with Admissions and collect information on specific information the Admissions Department current gives to prospective students through social media, mass marketing, website information, high school career fairs, campus visits, and brochures. Collaborating and building a relationship with Admissions means we will begin to collaborate with them to get information out to prospective students.</div>
== Tactic 2: Idea Collaboration<br/> ==
<div>The next step would be to collaborate closely with Admissions on ways we can get this information out. For example, we may decide social media is the best way to go, or possibly a brochure. We want to plan out what ways of communication we will use, and we should be able to find what solutions are the most effective. On-campus tours would be a great way to tell a story of our recent successes. If we focus on discussing Jewell's innovators, makers, and researchers during the tour, all students who visit would have the information. The student could also be given a brochure of the information as well as a link to a page on William Jewell's website that talks about all of these opportunities and resources. These ideas will be created with the cooperation of Admissions so that we can make a significant impact.</div>
== Tactic 3: Project Execution ==
<div>Lastly, these ideas would then need to be executed. Of course, after and during execution we will need to be evaluating how well the communication works. Hopefully, these projects created in Tactic 2 would have a great impact on the knowledge that our first-year students have about student resources and opportunities in innovation and entrepreneurship.</div>

= Related Resources =

[[William Jewell College|William Jewell College]]

2015-2016 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

Priorities:William Jewell College Strategic Priorities

2015-10-07T15:38:50Z

Bdice: Added 2015-2016 Leadership Circle

= Strategic Priorities at William Jewell College =

= Priority 1: Promoting Student Voice & Events =

== Paperless @ Jewell ==
<div>Recent campus changes have brought about a new “library of the 21st century,” the Pryor Learning Commons (PLC). The PLC has revolutionized the way our campus works with regards to reducing paper waste and fully embraces its role as a “paperless building.” However, many traditional modes of student communication such as flyers are disallowed from buildings that are paperless. The advent of social media has not stemmed the problem, but has in some ways exacerbated it. Students invite their existing social connections to events, and a broader audience effectively cannot be reached by an organization looking to expand its outreach efforts. However, new efforts like the program called JewellVerse may be a viable avenue for the production of a technological solution to this problem.</div><div><br/></div><div>JewellVerse is an initiative begun this school year, in which every student, faculty, and staff has an iPad, enabling a single-device synergy that empowers mobile technology in and around the classroom. Professors are beginning to integrate digital materials into their pedagogical approaches in new ways, and the technology is facilitating collaboration and a spread of ideas that previously would have been too arduous to orchestrate without a unified device ecosystem.</div><div><br/></div><div>The gradual transition that many colleges and universities have seen towards working in a digital environment is more complete at Jewell than at many comparable institutions. This presents an interesting dilemma: as the learning curve of a digital campus becomes easier and easier, William Jewell College is experiencing the advantages of working in a digital environment. At the same time, many of the historical means by which students market organizational activities rely on paper and printers, which have perhaps the widest accessibility of any classroom technology ever. Developing digital solutions to work in a digital ecosystem can take a substantial investment of time and energy, and there are few people capable of software development. We consider a Lean approach to this problem, where the problem will be validated, key stakeholder input will be collected, resources identified, and a fail-fast, agile approach to development will be taken.</div><div><br/></div>
== Marketing to Advance Innovation and Entrepreneurship ==
<div>The solution identified through Lean customer interviews involves creating an application to replace the existing “#jewellplc” Twitter feed TV that would include additional content feeds, particularly calendar/event feeds for organizations. On a TV, the application would scroll through content and change feeds from Twitter to Instagram to Campus Events. The same framework that has been used to prototype this project can be used to develop mobile applications, and could lead to an iPad version of the project complete with push notifications of new events.</div><div><br/></div><div>One key consideration is how this project can help advance innovation and entrepreneurship on campus. Primarily, this project aims to increase '''collision frequency'''. This is a key predictive metric for innovation and the exchange of ideas. By catalyzing a broader campus involvement, the culture of William Jewell College becomes a better environment for sharing ideas. As a liberal arts institution, William Jewell has a diverse group of interdisciplinary thinkers, makers, and researchers. We aim to improve our “return on collisions,” as Zappos CEO Tony Hsieh phrases it in [https://www.youtube.com/watch?v=1kaAVbf-I7w his talk about the Downtown Project in Las Vegas], embracing three core elements: Collision, Co-learning, and Connectedness. These are crucial for entrepreneurial mindsets and creative thinking to flourish.</div><div><br/></div><div>Another way that this can help our campus entrepreneurs is through establishing policies that would allow not only student organizations and staff to utilize the board, but also student entrepreneurs seeking to promote their ventures. By having an established channel, the awareness of entrepreneurship at Jewell will help normalize the idea that students are capable of designing and running a startup, combatting the currently risk-averse nature of the student body.</div><div><br/></div><div>As for any communications channel, it is important that the spirit of William Jewell College is conveyed as a part of our message. Our commitments to academic excellence, experiential learning, and service would be furthered by connecting students to resources such as the Academic Achievement Center, Office of Global Studies, and Center for Justice and Sustainability. This helps these infrastructural elements of William Jewell get closer to students’ everyday lives.</div><div><br/></div>
== Campus Data ==
<div>In the development of this project, many streams of data will be consumed and placed into the application. One side effect of this process is that the data feeds could be made available to students. Innovation benefits from an open campus data policy, adhering to ideas such as those stated by [http://campusdata.org/ the Campus Data initiative]. By bringing this sort of openness to the “JewellVerse” program, student makers and innovators would have the opportunity to do civic-hacking-style projects and improve their campus community.</div><div><br/></div>
= Priority 2: Leveraging Research Internships & Industry Mentorship =

<span style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">William Jewell College students, researchers, and entrepreneurs struggle to gain industry experience with their academic projects and curriculum that would be necessary for long-term pursuits. Projects are used to benefit the students education in an academic setting but does not benefit the invested student in  being more marketable for a future career. By accessing the distinguished alumni, local business owners, and professionals of all trade to help guide these academic projects would help students develop professional relationship, a future mentor, and skills for the industry.</span>
<div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">More or less, students participate in outstanding academic research and work while being students of William Jewell College. However to integrate these projects into internships with local business owners and entrepreneurs, students would gain an understanding of how their education and work is used in a job setting. These relationships with students would develop a possible mentorship.</div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div>
== Taking Initiative ==

To guide a better mentor and internship program for student to excel their research experience a preliminary study needs to be conducted to assess how many students are participating in research. The hardest part of starting this initiative will be finding enough people in the industry to accept this task of advising students through research or projects. 

Students who want to gain a stronger set of skills for working in the industry would talk to their department faculty about doing research through a business or mentor program. The research project itself can be determined through the faculty and student; or it can be discussed between the student and mentor to decide how their research can best play into their future in the industry to formulate what the project should be. Preferrably, the project would end up being very similar or exactly like an internship but with integrated reserach. 

These types of research internship and industrial mentorships would provide students with a greater netowrk of how their education and studies will benefit in a future career path. Ultimately, this would prepare the student, researcher, and future entrepreneur with a more broad understanding of how their knowledge is used to innovate in an industry that is constantly changing for new ways and ideas. 

== Difference ==

A research internship would be similar but not exactly like any other type of research or internship. By combining the two aspects of research and an internship, there is a level of learning to adapt previous knowledge with constant change of a competitive industry. Students will learn to be more innovative to succeed in this competitive atmosphere. This type of learning is something that can not be replicated in the academic reserach facility. The mentoring business will benefit from acquiring the student's research for innovative thinking and problem solving. 

= Priority 3: Developing Innovative Curricular Endeavors =
<div>
William Jewell College Students and Faculty have had difficulty starting large-scale projects with longevity and a diverse set of smaller interdisciplinary avenues/projects due to the lack of student and faculty body support. Students face barriers of hard-to-inspire colleagues and professors that have begun accepting the status quo. Students, Faculty, and staff have succumbed to excessive risk aversion. Facilitating the creation of large scale projects that utilize the resources of the local community and the forged relationships between students and faculty will invigorate the innovative and entrepreneurial spirit and results of the College.

More specifically, the curriculum at Jewell is lacking interdisciplinary projects in all majors. Jewell should launch broad projects, with smaller projects intertwined that students can complete over their four year college career. These said projects would give students experience that would have a quantifiable solution to use to market themselves as they enter the job world in the future. This solution would not only benefit the student but also the beneficiaries of the project. For example if a broad project taken on by the college was to reduce poverty in Kansas City, then the small project would have to show a reduction in poverty on some quantitative level. A small project could be a psychology demographic research project of residents in Kansas City living in poverty. Finally, the college and faculty would benefit from a curriculum change such as this. Even as it would be more work, for faculty it would allow the college to be able to have marketing solutions and have a more concrete way of showing successful community outreach.

== Task 1: Collecting Initial Data ==

The first task is to complete research and map the demographics and plausibility of this proposal. As we talk to more faculty and students, we will learn more potential problems. Therefore the first task will be a base survey to collect and sort aggregate data as to the amount of support both from the college and for the surrounding community.

== Task 2: Developing Policy ==

Drafting a white page document that will serve as a formal proposal is the most important process. During this drafting process we will use expert insight into legal and contractual requirements. Eventually this document will be overhauled by student, faculty, and community leader committees before submitting the document to administration of the college.

== Task 3: Launching Initiative ==

Once support has been mapped, the next goal is start the marketing process. This will be done through social media, and campus engagement at first. Then later we will have a launch day where funding will be used to incentivize attendance and a website for the initiative will also be launched on this launch day.
</div>
= Priority 4: Interdisciplinary Communication =

== Tactic 1: Building Relationships<br/> ==
<div>Building relationships with leadership and faculty will allow for a means of entry into the faculty communication circle. Reaching out to faculty and attend a faculty meeting to open conversation about how William Jewell College can move from "polydisciplinary" - in which students are simultaneously engaged in many disciplines - to truly "interdiscplinary" - in which faculty and students connect disparate ideas and have investment in programs beyond the department.</div>
== Tactic 2: Pitching Interdisciplinary Ideas<br/> ==
<div>Communicating between areas of study and departments for the purpose of collaboration will benefit the community by expanding the effects of the liberal arts approach at William Jewell College. Inviting faculty from other departments to lectures, shadow a class, collaborate on curriculum, and share ideas are the objectives of interdepartmental communication. For example, if a class is discussing a subject that relates to that of another discipline, it could be enriching to bring a faculty member from the other department to speak on the subject. Furthermore, if a department had a program that could be of interest to a student outside the major, faculty to faculty communication could facilitate communicating this program to their students.</div><div><br/></div>
== Tactic 3: Unifying Silos<br/> ==
<div>As students have expressed, they feel comfortable communicating with faculty in their own discipline, but are hesitant to contact those who are not in their disciple. Breaking down silos that block communication could aid in encouraging students talking to faculty in other disciplines. As William Jewell is a liberal arts institution, it is a goal of the college to create well rounded individuals who value critical thinking. This goal can be facilitated through accessibility to the whole faculty, not just those in one's department.</div>
= Priority 5: Prospective Student Outreach =
<div>Currently William Jewell Admissions have not made entrepreneurship and innovation a key aspect to market about Jewell when reaching out to students. Priority 1 involves marketing to students already on our campus, but this initiative looks further into Jewell's future by engaging prospective students. The goal of this initiative would be for our Leadership Circle to build a relationship with Admissions in order to develop different ways for Admissions to share about all of Jewell's entrepreneurial resources and opportunities. This will be beneficial to the campus by bringing in more students who are driven by entrepreneurship and innovation,  while also ensuring that all students coming into Jewell have knowledge of opportunities and resources that may currently seem hidden (even to current students) from the start.</div>
== Tactic 1: Create a Relationship and Collect Information ==
<div>The first step is to create a relationship with Admissions and collect information on specific information the Admissions Department current gives to prospective students through social media, mass marketing, website information, high school career fairs, campus visits, and brochures. Collaborating and building a relationship with Admissions means we will begin to collaborate with them to get information out to prospective students.</div>
== Tactic 2: Idea Collaboration<br/> ==
<div>The next step would be to collaborate closely with Admissions on ways we can get this information out. For example, we may decide social media is the best way to go, or possibly a brochure. We want to plan out what ways of communication we will use, and we should be able to find what solutions are the most effective. On-campus tours would be a great way to tell a story of our recent successes. If we focus on discussing Jewell's innovators, makers, and researchers during the tour, all students who visit would have the information. The student could also be given a brochure of the information as well as a link to a page on William Jewell's website that talks about all of these opportunities and resources. These ideas will be created with the cooperation of Admissions so that we can make a significant impact.</div>
== Tactic 3: Project Execution ==
<div>Lastly, these ideas would then need to be executed. Of course, after and during execution we will need to be evaluating how well the communication works. Hopefully, these projects created in Tactic 2 would have a great impact on the knowledge that our first-year students have about student resources and opportunities in innovation and entrepreneurship.</div>

= Related Resources =

[[William Jewell College|William Jewell College]]
2015-2016 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

School:William Jewell College

2015-10-07T15:37:56Z

Bdice: Added 2015-2016 Leadership Circle

= Overview<br/> =

[[File:William Jewell College Logo 1.jpg|thumb|William Jewell College Logo 1.jpg]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship<br/> =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. One goal of the 2014-15 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons. There is also a 3D printer. There is a great amount of resources that students could be using in entrepreneurial endeavors. 

= Faculty Innovation and Entrepreneurship<br/> =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus<br/> =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations<br/> ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, and Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body.  The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events<br/> ==

William Jewell College offers and extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as the E-Society, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department.

== Spaces<br/> ==

The College built a new building called the Pryor Learning Commons just over a year ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved for any time of the day. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, and  multiple collaboration spaces.

On Jewell’s campus there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, are however, mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body.

A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

== Opportunities<br/> ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, or start a business with these funds. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship<br/> =

William Jewell is growing its rapidly with its Creativity and Innovation program and other campus-wide efforts, and the UI Fellows aim to catalyze this further, increasing student engagement and expanding available resources. Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle.

= Landscape Canvas =

{{#widget:Google Spreadsheet|key=0AtGRsz4i6ggadDBGUzl1U3daSlQtZVhNdERBc05qWXc|width=1300|height=700}}

= Related Resources<br/> =

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

2015-2016 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[Trevor Nicks|Trevor Nicks]], Ben Shinogle, [[Alex Holden|Alex Holden]], [[Macy Tush|Macy Tush]], [[Gretchen Mayes|Gretchen Mayes]]

[[Category:Universities]]

Resource:How to build and outfit an on-campus innovation space

2015-09-24T16:13:00Z

Bdice: Added potential roller rack vendors

= Introduction =

Creating a new design or innovation space on campus may seem like a daunting task. Space creation involves manpower, money, hours of time, and a zealous passion for making an impact on campus. Instead of talking about a blueprint of how to build an on campus innovation space, it is important to understand exactly what it means to bring a design and innovation space to campus. Why and how this space can be used to empower students to generate their own vision and execute their own ideas?

University Innovation Fellow Jared Karp, co-founder of the Design Engineering Collaborative at UC Berkeley, responded to these questions, discussing how to really transform a design and innovation space from an idea into a reality. During the interview, Jared gave many interesting tips on helping to start up an innovation space. However, talking to him also showed that creating an innovation space is much more than fitting a set model into a new campus. The action of creating this space takes entrepreneurial spirit itself! Nevertheless, the enormous positive impact an innovative space can have on student entrepreneurs was quickly realized. The goal of this space is not only to ideate, tinker and network but also to inspire a new generation of entrepreneurs. Through this how to guide, you should gain a sense of not just what is going on within this space and how to built it, but WHY it is absolutely necessary for your campus. 

= Need and Goals =

The need for this type of space comes from students wanting to collaborate and work together in a forward thinking, creative and innovative environment. On-campus innovation space creates a place where students can aggregate around the common interest of being curious or passionate about an idea. Many campuses, especially Wake Forest University, have a number of entrepreneurs; however, they have minimal interaction with each other. This is where the need fills an important gap. Bringing these students together creates a supportive environment allowing team formation, the collection of resources and campus-wide networking. Students have the ability to motivate each other and push through set backs throughout the ideation process. The need that an innovation space fundamentally fills is that of a collaborative work environment for students. To access this need, surveys or questionnaires developed for students can be implemented, even focus groups or interviews. Simultaneously, student leaders can see the growing need and attempt to tackle the challenge of implementing an on-campus innovation space.

The goal of building an on-campus innovation space is to fulfill a vision of student entrepreneurs working together from across many disciplines to solve common problems. Building a physical space also gives student entrepreneurs a location, face and identity on-campus, which can be lost in the mix of other influential organizations. An additional goal is to allow students to think and work outside the classroom. This real life hands on experience is invaluable for student entrepreneurs entering into post graduation life. 

= Academic Permission =

Academic permission is the tough part of creating an on-campus innovation space. This process is also difficult to write an exact how-to guide because each campus has a different process and approval steps. While interviewing Jared <span data-scaytid="2" data-scayt_word="Karp">Karp</span>, he identified ways to overcome this hurdle. Jared first stated that you should find the person that can say yes. By this, he means that universities are filled with people who will love your idea and tell you to reach for the stars; however, very few of them have the authority to sign off and say, "YES!" It is important to find this person, or find someone who can introduce you to this person.

Jared also suggests to be prepared for your first conversation or meeting with all the materials you would need to show that an on-campus innovation space is NEEDED and it is VIABLE. These are key points that anyone will want to know before signing off on this endeavor. Hard evidence, like your market research and cost analysis, will go a long way towards a signature. Furthermore, you must emanate a feeling of infectious excitement, enthusiasm and passion for what you are doing/about to do. Your passion needs to be contagious, making most people unable to say "No."

Lastly, as Jared says, "Do everything with a smile." If you are passionate about changing your campus, making an impact and have a vision, then you definitely have something to smile about.   

= Support =

Support is an interesting part of the how-to guide. Most of us think of support as financial backing, advisors, teachers, etc. In designing on-campus innovation space, support really needs to stem from a critical mass of passionate students. The most important part of this, which also leads to academic permission, is the university administration wanting a large number of students interested in this space. The ideal goal would be to form a team of students who you closely work with to get this idea rolling. You then need to gather as many students as possible to also get behind this movement, somewhat like a nuclear chain reaction, you must reach critical mass. This is to be a point where the administration ''has'' to listen to the student body. In Jared's case, he developed the idea from a place called <span data-scaytid="4" data-scayt_word="IDEO">IDEO</span> and also saw what Stanford was doing with their d-school. He knew <span data-scaytid="5" data-scayt_word="UC">UC</span> Berkeley could use the same type of space on campus. Jared organized a team, and then student leaders from all related groups, and formed a large movement on campus. 

= Location =

Location is an important aspect of your on-campus innovation space. The ideal place for a design location is somewhere centrally located on campus. This space will be somewhere students can stop by for 10 minutes or hours at a time. This central location also breaks the idea that only science, business or engineering students can use this space. In fact, it should be somewhere on campus where every students interacts with one another. Unfortunately, not all campuses have been designed with the idea of a centrally located on-campus innovation space in mind. In the end, any place must do and that is exactly what Jared found. While wandering around campus one day, he found himself in a building that had several unused classrooms. Jared found the person in charge of the empty rooms, and was able to get privileges to renovate the space. He has now turned this location into his campus' innovation space - which he calls the Student Hub for Engineering and Design (SHED). 

[[File:SHED.jpg]]

= Activities =

There are a number of activities that can occur in an on-campus innovation space. Students can come together and work collaboratively, or also individually, on ideas that spark curiosity. Innovation spaces allow students to create ideas, using white board space, and then take their ideas and begin creating rudimentary prototypes. Furthermore, this space provides teachers with an area to teach innovation through design and engineering. Classes can be taught to facilitate students in the entrepreneurial process as they create plans for their venture. In addition, meetings for groups can be held in this space. "The SHED at <span data-scaytid="21" data-scayt_word="UC">UC</span> Berkeley is used for all of these things, including weekly meetings," Jared explained. He said that each week they come together and do an ICE breaker activity, a creative/innovative activity and also have presentations by individuals wishing to form teams. To join this group, Jared implemented an application process along with a membership fee. This allows them to get small supplies that support the group, as well as get the students invested in the space. Overall, the activities can consist of a limitless amount of ideas the members of its community wish to hold. 

[http://dec.berkeley.edu/space.html#prettyPhoto http://dec.berkeley.edu/space.html#prettyPhoto]

= Materials =

Materials to outfit an on-campus innovation space consist of simple tools, a few electronics, computers (occasionally), lounging space, whiteboards and building materials. Anything that would be needed to do some simple tinkering and getting an idea off the ground. Jared stressed that materials could start out being as little as markers and whiteboards. It is more about the space and people than the materials within it.

== Prototyping Rack ==

Consider building a rack of materials that can move from place to place. This tactic enables a mobile innovation space that can be taken outside the room if desired, or reconfigured within the room.

List of things to consider buying:

*Craft paper / construction paper
*Cardboard (corrugated)
*Sharpies (black, colored, variety)
*Index cards
*Wrapping paper
*Foil
*Cellophane
*Envelopes
*Fabric
*Pipe cleaners
*Feathers
*Felt
*Popsicle sticks
*Toothpicks
*Rubber bands
*Twist ties
*Binder clips
*Plastic bags
*Pegs
*Velcro
*Colored markers
*Stickers - dots, stars, letters, numbers
*Buttons
*Ribbon
*String
*Plastic cups
*Egg cartons, toilet paper rolls, etc.
*Scissors
*Glue sticks
*Tape
*Stapler
*Hole punches
*Clay
*Yarn
*Straws
*Balsa wood
*Paper clips
*Rulers

Sources:

*[http://stickynote.co/resources/prototyping-supplies/ Sticky Note Consulting's Prototyping Supplies]
*[https://dschool.stanford.edu/sandbox/groups/dtbcresources/wiki/1e301/attachments/9ccfd/Prototyping%20Shopping%20List.pdf?sessionID=629b84f9125b94aad10757d1b8a0c7c3690bc692 Stanford d.school Prototyping Shopping List]

Some possible vendors of rolling racks (no endorsement is given to any of the following - they were just challenging to find):

*[http://www.globalindustrial.com/g/storage/bins-totes-containers/pick-racks-wall-panels/mobile-double-sided-pick-racks Global Industrial Mobile Double-sided Pick Racks]
*[http://www.nationwideindustrialsupply.com/view_product.cgi?product_id=133810 Nationwide Industrial Supply - Pick Rack Systems]
*[http://www.grainger.com/category/bin-shelving/shelving-and-storage-racks/material-handling/ecatalog/N-mjw Grainger Bin Shelving]

= Management =

Management of an on-campus innovation space can vary depending on the desires of the members. The area is managed by the group and is thought of as group owned. The space is an atmosphere of respect for each other and the tools that belong in that space. Sometimes groups have an elected "space captain," as Jared called it, to oversee the area and make sure tools are functioning properly. The key point is community and wanting to build, innovate and create together in one space. Mutual respect for one another and unification under a common vision are all keys to effectively managing an on-campus innovation space. 

= Launch =

Jared described the launch of the Design Engineer Collaborative as big, flashy, and making a statement. His underlying message is that this needs to be something everyone on campus knows about. Start by word of mouth across campus, use social media, make presentations, run through your academic quad like a wild banshee, or whatever else it takes to get your message out there. Make sure that your launch is active and shows that you are really passionate about the space, the organization and the people. 

= Lessons and Tips =

Below is a summary of a few lessons Jared learned and, through conversation, taught: 

#Don't take no for an answer
#Be humble but be strong
#Create a vision 
#Believe in yourself and your vision
#Pay attention to how you brand yourself on campus
#Be clever and creative 
#Keep the momentum and foot on the accelerator 
#Don't be afraid to do something drastic 
#Care about what your doing and your involvement
#Have fun!

<u>'''Design Engineer Collaborative:'''</u>

[http://dec.berkeley.edu/index.html http://dec.berkeley.edu/index.html]

Facebook: [https://www.facebook.com/DesignEngineeringCollaborative https://www.facebook.com/DesignEngineeringCollaborative]
<p style="text-align: center"></p>
[[Category:Guides]]

Resource:How to build and outfit an on-campus innovation space

2015-09-24T15:37:55Z

Bdice: Added Prototyping Rack suggestions

= Introduction =

Creating a new design or innovation space on campus may seem like a daunting task. Space creation involves manpower, money, hours of time, and a zealous passion for making an impact on campus. Instead of talking about a blueprint of how to build an on campus innovation space, it is important to understand exactly what it means to bring a design and innovation space to campus. Why and how this space can be used to empower students to generate their own vision and execute their own ideas?

University Innovation Fellow Jared Karp, co-founder of the Design Engineering Collaborative at UC Berkeley, responded to these questions, discussing how to really transform a design and innovation space from an idea into a reality. During the interview, Jared gave many interesting tips on helping to start up an innovation space. However, talking to him also showed that creating an innovation space is much more than fitting a set model into a new campus. The action of creating this space takes entrepreneurial spirit itself! Nevertheless, the enormous positive impact an innovative space can have on student entrepreneurs was quickly realized. The goal of this space is not only to ideate, tinker and network but also to inspire a new generation of entrepreneurs. Through this how to guide, you should gain a sense of not just what is going on within this space and how to built it, but WHY it is absolutely necessary for your campus. 

= Need and Goals =

The need for this type of space comes from students wanting to collaborate and work together in a forward thinking, creative and innovative environment. On-campus innovation space creates a place where students can aggregate around the common interest of being curious or passionate about an idea. Many campuses, especially Wake Forest University, have a number of entrepreneurs; however, they have minimal interaction with each other. This is where the need fills an important gap. Bringing these students together creates a supportive environment allowing team formation, the collection of resources and campus-wide networking. Students have the ability to motivate each other and push through set backs throughout the ideation process. The need that an innovation space fundamentally fills is that of a collaborative work environment for students. To access this need, surveys or questionnaires developed for students can be implemented, even focus groups or interviews. Simultaneously, student leaders can see the growing need and attempt to tackle the challenge of implementing an on-campus innovation space.

The goal of building an on-campus innovation space is to fulfill a vision of student entrepreneurs working together from across many disciplines to solve common problems. Building a physical space also gives student entrepreneurs a location, face and identity on-campus, which can be lost in the mix of other influential organizations. An additional goal is to allow students to think and work outside the classroom. This real life hands on experience is invaluable for student entrepreneurs entering into post graduation life. 

= Academic Permission =

Academic permission is the tough part of creating an on-campus innovation space. This process is also difficult to write an exact how-to guide because each campus has a different process and approval steps. While interviewing Jared <span data-scaytid="2" data-scayt_word="Karp">Karp</span>, he identified ways to overcome this hurdle. Jared first stated that you should find the person that can say yes. By this, he means that universities are filled with people who will love your idea and tell you to reach for the stars; however, very few of them have the authority to sign off and say, "YES!" It is important to find this person, or find someone who can introduce you to this person.

Jared also suggests to be prepared for your first conversation or meeting with all the materials you would need to show that an on-campus innovation space is NEEDED and it is VIABLE. These are key points that anyone will want to know before signing off on this endeavor. Hard evidence, like your market research and cost analysis, will go a long way towards a signature. Furthermore, you must emanate a feeling of infectious excitement, enthusiasm and passion for what you are doing/about to do. Your passion needs to be contagious, making most people unable to say "No."

Lastly, as Jared says, "Do everything with a smile." If you are passionate about changing your campus, making an impact and have a vision, then you definitely have something to smile about.   

= Support =

Support is an interesting part of the how-to guide. Most of us think of support as financial backing, advisors, teachers, etc. In designing on-campus innovation space, support really needs to stem from a critical mass of passionate students. The most important part of this, which also leads to academic permission, is the university administration wanting a large number of students interested in this space. The ideal goal would be to form a team of students who you closely work with to get this idea rolling. You then need to gather as many students as possible to also get behind this movement, somewhat like a nuclear chain reaction, you must reach critical mass. This is to be a point where the administration ''has'' to listen to the student body. In Jared's case, he developed the idea from a place called <span data-scaytid="4" data-scayt_word="IDEO">IDEO</span> and also saw what Stanford was doing with their d-school. He knew <span data-scaytid="5" data-scayt_word="UC">UC</span> Berkeley could use the same type of space on campus. Jared organized a team, and then student leaders from all related groups, and formed a large movement on campus. 

= Location =

Location is an important aspect of your on-campus innovation space. The ideal place for a design location is somewhere centrally located on campus. This space will be somewhere students can stop by for 10 minutes or hours at a time. This central location also breaks the idea that only science, business or engineering students can use this space. In fact, it should be somewhere on campus where every students interacts with one another. Unfortunately, not all campuses have been designed with the idea of a centrally located on-campus innovation space in mind. In the end, any place must do and that is exactly what Jared found. While wandering around campus one day, he found himself in a building that had several unused classrooms. Jared found the person in charge of the empty rooms, and was able to get privileges to renovate the space. He has now turned this location into his campus' innovation space - which he calls the Student Hub for Engineering and Design (SHED). 

[[File:SHED.jpg]]

= Activities =

There are a number of activities that can occur in an on-campus innovation space. Students can come together and work collaboratively, or also individually, on ideas that spark curiosity. Innovation spaces allow students to create ideas, using white board space, and then take their ideas and begin creating rudimentary prototypes. Furthermore, this space provides teachers with an area to teach innovation through design and engineering. Classes can be taught to facilitate students in the entrepreneurial process as they create plans for their venture. In addition, meetings for groups can be held in this space. "The SHED at <span data-scaytid="21" data-scayt_word="UC">UC</span> Berkeley is used for all of these things, including weekly meetings," Jared explained. He said that each week they come together and do an ICE breaker activity, a creative/innovative activity and also have presentations by individuals wishing to form teams. To join this group, Jared implemented an application process along with a membership fee. This allows them to get small supplies that support the group, as well as get the students invested in the space. Overall, the activities can consist of a limitless amount of ideas the members of its community wish to hold. 

[http://dec.berkeley.edu/space.html#prettyPhoto http://dec.berkeley.edu/space.html#prettyPhoto]

= Materials =

Materials to outfit an on-campus innovation space consist of simple tools, a few electronics, computers (occasionally), lounging space, whiteboards and building materials. Anything that would be needed to do some simple tinkering and getting an idea off the ground. Jared stressed that materials could start out being as little as markers and whiteboards. It is more about the space and people than the materials within it.

== Prototyping Rack ==

Consider building a rack of materials that can move from place to place. This tactic enables a mobile innovation space that can be taken outside the room if desired, or reconfigured within the room.

List of things to consider buying:

*Craft paper / construction paper
*Cardboard (corrugated)
*Sharpies (black, colored, variety)
*Index cards
*Wrapping paper
*Foil
*Cellophane
*Envelopes
*Fabric
*Pipe cleaners
*Feathers
*Felt
*Popsicle sticks
*Toothpicks
*Rubber bands
*Twist ties
*Binder clips
*Plastic bags
*Pegs
*Velcro
*Colored markers
*Stickers - dots, stars, letters, numbers
*Buttons
*Ribbon
*String
*Plastic cups
*Egg cartons, toilet paper rolls, etc.
*Scissors
*Glue sticks
*Tape
*Stapler
*Hole punches
*Clay
*Yarn
*Straws
*Balsa wood
*Paper clips
*Rulers

Sources:

*[http://stickynote.co/resources/prototyping-supplies/ Sticky Note Consulting's Prototyping Supplies]
*[https://dschool.stanford.edu/sandbox/groups/dtbcresources/wiki/1e301/attachments/9ccfd/Prototyping%20Shopping%20List.pdf?sessionID=629b84f9125b94aad10757d1b8a0c7c3690bc692 Stanford d.school Prototyping Shopping List]

= Management =

Management of an on-campus innovation space can vary depending on the desires of the members. The area is managed by the group and is thought of as group owned. The space is an atmosphere of respect for each other and the tools that belong in that space. Sometimes groups have an elected "space captain," as Jared called it, to oversee the area and make sure tools are functioning properly. The key point is community and wanting to build, innovate and create together in one space. Mutual respect for one another and unification under a common vision are all keys to effectively managing an on-campus innovation space. 

= Launch =

Jared described the launch of the Design Engineer Collaborative as big, flashy, and making a statement. His underlying message is that this needs to be something everyone on campus knows about. Start by word of mouth across campus, use social media, make presentations, run through your academic quad like a wild banshee, or whatever else it takes to get your message out there. Make sure that your launch is active and shows that you are really passionate about the space, the organization and the people. 

= Lessons and Tips =

Below is a summary of a few lessons Jared learned and, through conversation, taught: 

#Don't take no for an answer
#Be humble but be strong
#Create a vision 
#Believe in yourself and your vision
#Pay attention to how you brand yourself on campus
#Be clever and creative 
#Keep the momentum and foot on the accelerator 
#Don't be afraid to do something drastic 
#Care about what your doing and your involvement
#Have fun!

<u>'''Design Engineer Collaborative:'''</u>

[http://dec.berkeley.edu/index.html http://dec.berkeley.edu/index.html]

Facebook: [https://www.facebook.com/DesignEngineeringCollaborative https://www.facebook.com/DesignEngineeringCollaborative]
<p style="text-align: center"></p>
[[Category:Guides]]

Priorities:William Jewell College Strategic Priorities

2014-09-28T02:31:40Z

Bdice: Edited Priority 5.

= Strategic Priorities at William Jewell College =

= Priority 1: Promoting Student Voice & Events =

== Paperless @ Jewell ==
<div>Recent campus changes have brought about a new “library of the 21st century,” the Pryor Learning Commons (PLC). The PLC has revolutionized the way our campus works with regards to reducing paper waste and fully embraces its role as a “paperless building.” However, many traditional modes of student communication such as flyers are disallowed from buildings that are paperless. The advent of social media has not stemmed the problem, but has in some ways exacerbated it. Students invite their existing social connections to events, and a broader audience effectively cannot be reached by an organization looking to expand its outreach efforts. However, new efforts like the program called JewellVerse may be a viable avenue for the production of a technological solution to this problem.</div><div><br/></div><div>JewellVerse is an initiative begun this school year, in which every student, faculty, and staff has an iPad, enabling a single-device synergy that empowers mobile technology in and around the classroom. Professors are beginning to integrate digital materials into their pedagogical approaches in new ways, and the technology is facilitating collaboration and a spread of ideas that previously would have been too arduous to orchestrate without a unified device ecosystem.</div><div><br/></div><div>The gradual transition that many colleges and universities have seen towards working in a digital environment is more complete at Jewell than at many comparable institutions. This presents an interesting dilemma: as the learning curve of a digital campus becomes easier and easier, William Jewell College is experiencing the advantages of working in a digital environment. At the same time, many of the historical means by which students market organizational activities rely on paper and printers, which have perhaps the widest accessibility of any classroom technology ever. Developing digital solutions to work in a digital ecosystem can take a substantial investment of time and energy, and there are few people capable of software development. We consider a Lean approach to this problem, where the problem will be validated, key stakeholder input will be collected, resources identified, and a fail-fast, agile approach to development will be taken.</div><div><br/></div>
== Marketing to Advance Innovation and Entrepreneurship ==
<div>The solution identified through Lean customer interviews involves creating an application to replace the existing “#jewellplc” Twitter feed TV that would include additional content feeds, particularly calendar/event feeds for organizations. On a TV, the application would scroll through content and change feeds from Twitter to Instagram to Campus Events. The same framework that has been used to prototype this project can be used to develop mobile applications, and could lead to an iPad version of the project complete with push notifications of new events.</div><div><br/></div><div>One key consideration is how this project can help advance innovation and entrepreneurship on campus. Primarily, this project aims to increase '''collision frequency'''. This is a key predictive metric for innovation and the exchange of ideas. By catalyzing a broader campus involvement, the culture of William Jewell College becomes a better environment for sharing ideas. As a liberal arts institution, William Jewell has a diverse group of interdisciplinary thinkers, makers, and researchers. We aim to improve our “return on collisions,” as Zappos CEO Tony Hsieh phrases it in [https://www.youtube.com/watch?v=1kaAVbf-I7w his talk about the Downtown Project in Las Vegas], embracing three core elements: Collision, Co-learning, and Connectedness. These are crucial for entrepreneurial mindsets and creative thinking to flourish.</div><div><br/></div><div>Another way that this can help our campus entrepreneurs is through establishing policies that would allow not only student organizations and staff to utilize the board, but also student entrepreneurs seeking to promote their ventures. By having an established channel, the awareness of entrepreneurship at Jewell will help normalize the idea that students are capable of designing and running a startup, combatting the currently risk-averse nature of the student body.</div><div><br/></div><div>As for any communications channel, it is important that the spirit of William Jewell College is conveyed as a part of our message. Our commitments to academic excellence, experiential learning, and service would be furthered by connecting students to resources such as the Academic Achievement Center, Office of Global Studies, and Center for Justice and Sustainability. This helps these infrastructural elements of William Jewell get closer to students’ everyday lives.</div><div><br/></div>
== Campus Data ==
<div>In the development of this project, many streams of data will be consumed and placed into the application. One side effect of this process is that the data feeds could be made available to students. Innovation benefits from an open campus data policy, adhering to ideas such as those stated by [http://campusdata.org/ the Campus Data initiative]. By bringing this sort of openness to the “JewellVerse” program, student makers and innovators would have the opportunity to do civic-hacking-style projects and improve their campus community.</div><div><br/></div>
= Priority 2: Leveraging Research Internships & Industry Mentorship =

<span style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">William Jewell College students, researchers, and entrepreneurs struggle to gain industry experience with their academic projects and curriculum that would be necessary for long-term pursuits. Projects are used to benefit the students education in an academic setting but does not benefit the invested student in  being more marketable for a future career. By accessing the distinguished alumni, local business owners, and professionals of all trade to help guide these academic projects would help students develop professional relationship, a future mentor, and skills for the industry.</span>
<div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">More or less, students participate in outstanding academic research and work while being students of William Jewell College. However to integrate these projects into internships with local business owners and entrepreneurs, students would gain an understanding of how their education and work is used in a job setting. These relationships with students would develop a possible mentorship.</div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div>
== Taking Initiative ==

To guide a better mentor and internship program for student to excel their research experience a preliminary study needs to be conducted to assess how many students are participating in research. The hardest part of starting this initiative will be finding enough people in the industry to accept this task of advising students through research or projects. 

Students who want to gain a stronger set of skills for working in the industry would talk to their department faculty about doing research through a business or mentor program. The research project itself can be determined through the faculty and student; or it can be discussed between the student and mentor to decide how their research can best play into their future in the industry to formulate what the project should be. Preferrably, the project would end up being very similar or exactly like an internship but with integrated reserach. 

These types of research internship and industrial mentorships would provide students with a greater netowrk of how their education and studies will benefit in a future career path. Ultimately, this would prepare the student, researcher, and future entrepreneur with a more broad understanding of how their knowledge is used to innovate in an industry that is constantly changing for new ways and ideas. 

== Difference ==

A research internship would be similar but not exactly like any other type of research or internship. By combining the two aspects of research and an internship, there is a level of learning to adapt previous knowledge with constant change of a competitive industry. Students will learn to be more innovative to succeed in this competitive atmosphere. This type of learning is something that can not be replicated in the academic reserach facility. The mentoring business will benefit from acquiring the student's research for innovative thinking and problem solving. 

= Priority 3: Developing Innovative Curricular Endeavors =
<div>
William Jewell College Students and Faculty have had difficulty starting large-scale projects with longevity and a diverse set of smaller interdisciplinary avenues/projects due to the lack of student and faculty body support. Students face barriers of hard-to-inspire colleagues and professors that have begun accepting the status quo. Students, Faculty, and staff have succumbed to excessive risk aversion. Facilitating the creation of large scale projects that utilize the resources of the local community and the forged relationships between students and faculty will invigorate the innovative and entrepreneurial spirit and results of the College.

More specifically, the curriculum at Jewell is lacking interdisciplinary projects in all majors. Jewell should launch broad projects, with smaller projects intertwined that students can complete over their four year college career. These said projects would give students experience that would have a quantifiable solution to use to market themselves as they enter the job world in the future. This solution would not only benefit the student but also the beneficiaries of the project. For example if a broad project taken on by the college was to reduce poverty in Kansas City, then the small project would have to show a reduction in poverty on some quantitative level. A small project could be a psychology demographic research project of residents in Kansas City living in poverty. Finally, the college and faculty would benefit from a curriculum change such as this. Even as it would be more work, for faculty it would allow the college to be able to have marketing solutions and have a more concrete way of showing successful community outreach.

== Task 1: Collecting Initial Data ==

The first task is to complete research and map the demographics and plausibility of this proposal. As we talk to more faculty and students, we will learn more potential problems. Therefore the first task will be a base survey to collect and sort aggregate data as to the amount of support both from the college and for the surrounding community.

== Task 2: Developing Policy ==

Drafting a white page document that will serve as a formal proposal is the most important process. During this drafting process we will use expert insight into legal and contractual requirements. Eventually this document will be overhauled by student, faculty, and community leader committees before submitting the document to administration of the college.

== Task 3: Launching Initiative ==

Once support has been mapped, the next goal is start the marketing process. This will be done through social media, and campus engagement at first. Then later we will have a launch day where funding will be used to incentivize attendance and a website for the initiative will also be launched on this launch day.
</div>
= Priority 4: Interdisciplinary Communication =

== Tactic 1: Building Relationships<br/> ==
<div>Building relationships with leadership and faculty will allow for a means of entry into the faculty communication circle. Reaching out to faculty and attend a faculty meeting to open conversation about how William Jewell College can move from "polydisciplinary" - in which students are simultaneously engaged in many disciplines - to truly "interdiscplinary" - in which faculty and students connect disparate ideas and have investment in programs beyond the department.</div>
== Tactic 2: Pitching Interdisciplinary Ideas<br/> ==
<div>Communicating between areas of study and departments for the purpose of collaboration will benefit the community by expanding the effects of the liberal arts approach at William Jewell College. Inviting faculty from other departments to lectures, shadow a class, collaborate on curriculum, and share ideas are the objectives of interdepartmental communication. For example, if a class is discussing a subject that relates to that of another discipline, it could be enriching to bring a faculty member from the other department to speak on the subject. Furthermore, if a department had a program that could be of interest to a student outside the major, faculty to faculty communication could facilitate communicating this program to their students.</div><div><br/></div>
== Tactic 3: Unifying Silos<br/> ==
<div>As students have expressed, they feel comfortable communicating with faculty in their own discipline, but are hesitant to contact those who are not in their disciple. Breaking down silos that block communication could aid in encouraging students talking to faculty in other disciplines. As William Jewell is a liberal arts institution, it is a goal of the college to create well rounded individuals who value critical thinking. This goal can be facilitated through accessibility to the whole faculty, not just those in one's department.</div>
= Priority 5: Prospective Student Outreach =
<div>Currently William Jewell Admissions have not made entrepreneurship and innovation a key aspect to market about Jewell when reaching out to students. Priority 1 involves marketing to students already on our campus, but this initiative looks further into Jewell's future by engaging prospective students. The goal of this initiative would be for our Leadership Circle to build a relationship with Admissions in order to develop different ways for Admissions to share about all of Jewell's entrepreneurial resources and opportunities. This will be beneficial to the campus by bringing in more students who are driven by entrepreneurship and innovation,  while also ensuring that all students coming into Jewell have knowledge of opportunities and resources that may currently seem hidden (even to current students) from the start.</div>
== Tactic 1: Create a Relationship and Collect Information ==
<div>The first step is to create a relationship with Admissions and collect information on specific information the Admissions Department current gives to prospective students through social media, mass marketing, website information, high school career fairs, campus visits, and brochures. Collaborating and building a relationship with Admissions means we will begin to collaborate with them to get information out to prospective students.</div>
== Tactic 2: Idea Collaboration<br/> ==
<div>The next step would be to collaborate closely with Admissions on ways we can get this information out. For example, we may decide social media is the best way to go, or possibly a brochure. We want to plan out what ways of communication we will use, and we should be able to find what solutions are the most effective. On-campus tours would be a great way to tell a story of our recent successes. If we focus on discussing Jewell's innovators, makers, and researchers during the tour, all students who visit would have the information. The student could also be given a brochure of the information as well as a link to a page on William Jewell's website that talks about all of these opportunities and resources. These ideas will be created with the cooperation of Admissions so that we can make a significant impact.</div>
== Tactic 3: Project Execution ==
<div>Lastly, these ideas would then need to be executed. Of course, after and during execution we will need to be evaluating how well the communication works. Hopefully, these projects created in Tactic 2 would have a great impact on the knowledge that our first-year students have about student resources and opportunities in innovation and entrepreneurship.</div>

= Related Resources =

[[William Jewell College|William Jewell College]]

2014-2015 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

Priorities:William Jewell College Strategic Priorities

2014-09-28T02:23:36Z

Bdice: Added Priority 5

= Strategic Priorities at William Jewell College =

= Priority 1: Promoting Student Voice & Events =

== Paperless @ Jewell ==
<div>Recent campus changes have brought about a new “library of the 21st century,” the Pryor Learning Commons (PLC). The PLC has revolutionized the way our campus works with regards to reducing paper waste and fully embraces its role as a “paperless building.” However, many traditional modes of student communication such as flyers are disallowed from buildings that are paperless. The advent of social media has not stemmed the problem, but has in some ways exacerbated it. Students invite their existing social connections to events, and a broader audience effectively cannot be reached by an organization looking to expand its outreach efforts. However, new efforts like the program called JewellVerse may be a viable avenue for the production of a technological solution to this problem.</div><div><br/></div><div>JewellVerse is an initiative begun this school year, in which every student, faculty, and staff has an iPad, enabling a single-device synergy that empowers mobile technology in and around the classroom. Professors are beginning to integrate digital materials into their pedagogical approaches in new ways, and the technology is facilitating collaboration and a spread of ideas that previously would have been too arduous to orchestrate without a unified device ecosystem.</div><div><br/></div><div>The gradual transition that many colleges and universities have seen towards working in a digital environment is more complete at Jewell than at many comparable institutions. This presents an interesting dilemma: as the learning curve of a digital campus becomes easier and easier, William Jewell College is experiencing the advantages of working in a digital environment. At the same time, many of the historical means by which students market organizational activities rely on paper and printers, which have perhaps the widest accessibility of any classroom technology ever. Developing digital solutions to work in a digital ecosystem can take a substantial investment of time and energy, and there are few people capable of software development. We consider a Lean approach to this problem, where the problem will be validated, key stakeholder input will be collected, resources identified, and a fail-fast, agile approach to development will be taken.</div><div><br/></div>
== Marketing to Advance Innovation and Entrepreneurship ==
<div>The solution identified through Lean customer interviews involves creating an application to replace the existing “#jewellplc” Twitter feed TV that would include additional content feeds, particularly calendar/event feeds for organizations. On a TV, the application would scroll through content and change feeds from Twitter to Instagram to Campus Events. The same framework that has been used to prototype this project can be used to develop mobile applications, and could lead to an iPad version of the project complete with push notifications of new events.</div><div><br/></div><div>One key consideration is how this project can help advance innovation and entrepreneurship on campus. Primarily, this project aims to increase '''collision frequency'''. This is a key predictive metric for innovation and the exchange of ideas. By catalyzing a broader campus involvement, the culture of William Jewell College becomes a better environment for sharing ideas. As a liberal arts institution, William Jewell has a diverse group of interdisciplinary thinkers, makers, and researchers. We aim to improve our “return on collisions,” as Zappos CEO Tony Hsieh phrases it in [https://www.youtube.com/watch?v=1kaAVbf-I7w his talk about the Downtown Project in Las Vegas], embracing three core elements: Collision, Co-learning, and Connectedness. These are crucial for entrepreneurial mindsets and creative thinking to flourish.</div><div><br/></div><div>Another way that this can help our campus entrepreneurs is through establishing policies that would allow not only student organizations and staff to utilize the board, but also student entrepreneurs seeking to promote their ventures. By having an established channel, the awareness of entrepreneurship at Jewell will help normalize the idea that students are capable of designing and running a startup, combatting the currently risk-averse nature of the student body.</div><div><br/></div><div>As for any communications channel, it is important that the spirit of William Jewell College is conveyed as a part of our message. Our commitments to academic excellence, experiential learning, and service would be furthered by connecting students to resources such as the Academic Achievement Center, Office of Global Studies, and Center for Justice and Sustainability. This helps these infrastructural elements of William Jewell get closer to students’ everyday lives.</div><div><br/></div>
== Campus Data ==
<div>In the development of this project, many streams of data will be consumed and placed into the application. One side effect of this process is that the data feeds could be made available to students. Innovation benefits from an open campus data policy, adhering to ideas such as those stated by [http://campusdata.org/ the Campus Data initiative]. By bringing this sort of openness to the “JewellVerse” program, student makers and innovators would have the opportunity to do civic-hacking-style projects and improve their campus community.</div><div><br/></div>
= Priority 2: Leveraging Research Internships & Industry Mentorship =

<span style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">William Jewell College students, researchers, and entrepreneurs struggle to gain industry experience with their academic projects and curriculum that would be necessary for long-term pursuits. Projects are used to benefit the students education in an academic setting but does not benefit the invested student in  being more marketable for a future career. By accessing the distinguished alumni, local business owners, and professionals of all trade to help guide these academic projects would help students develop professional relationship, a future mentor, and skills for the industry.</span>
<div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;">More or less, students participate in outstanding academic research and work while being students of William Jewell College. However to integrate these projects into internships with local business owners and entrepreneurs, students would gain an understanding of how their education and work is used in a job setting. These relationships with students would develop a possible mentorship.</div><div style="color: rgb(0, 0, 0); font-family: Arial; font-size: medium;"><br/></div>
== Taking Initiative ==

To guide a better mentor and internship program for student to excel their research experience a preliminary study needs to be conducted to assess how many students are participating in research. The hardest part of starting this initiative will be finding enough people in the industry to accept this task of advising students through research or projects. 

Students who want to gain a stronger set of skills for working in the industry would talk to their department faculty about doing research through a business or mentor program. The research project itself can be determined through the faculty and student; or it can be discussed between the student and mentor to decide how their research can best play into their future in the industry to formulate what the project should be. Preferrably, the project would end up being very similar or exactly like an internship but with integrated reserach. 

These types of research internship and industrial mentorships would provide students with a greater netowrk of how their education and studies will benefit in a future career path. Ultimately, this would prepare the student, researcher, and future entrepreneur with a more broad understanding of how their knowledge is used to innovate in an industry that is constantly changing for new ways and ideas. 

== Difference ==

A research internship would be similar but not exactly like any other type of research or internship. By combining the two aspects of research and an internship, there is a level of learning to adapt previous knowledge with constant change of a competitive industry. Students will learn to be more innovative to succeed in this competitive atmosphere. This type of learning is something that can not be replicated in the academic reserach facility. The mentoring business will benefit from acquiring the student's research for innovative thinking and problem solving. 

= Priority 3: Developing Innovative Curricular Endeavors =
<div>
William Jewell College Students and Faculty have had difficulty starting large-scale projects with longevity and a diverse set of smaller interdisciplinary avenues/projects due to the lack of student and faculty body support. Students face barriers of hard-to-inspire colleagues and professors that have begun accepting the status quo. Students, Faculty, and staff have succumbed to excessive risk aversion. Facilitating the creation of large scale projects that utilize the resources of the local community and the forged relationships between students and faculty will invigorate the innovative and entrepreneurial spirit and results of the College.

More specifically, the curriculum at Jewell is lacking interdisciplinary projects in all majors. Jewell should launch broad projects, with smaller projects intertwined that students can complete over their four year college career. These said projects would give students experience that would have a quantifiable solution to use to market themselves as they enter the job world in the future. This solution would not only benefit the student but also the beneficiaries of the project. For example if a broad project taken on by the college was to reduce poverty in Kansas City, then the small project would have to show a reduction in poverty on some quantitative level. A small project could be a psychology demographic research project of residents in Kansas City living in poverty. Finally, the college and faculty would benefit from a curriculum change such as this. Even as it would be more work, for faculty it would allow the college to be able to have marketing solutions and have a more concrete way of showing successful community outreach.

== Task 1: Collecting Initial Data ==

The first task is to complete research and map the demographics and plausibility of this proposal. As we talk to more faculty and students, we will learn more potential problems. Therefore the first task will be a base survey to collect and sort aggregate data as to the amount of support both from the college and for the surrounding community.

== Task 2: Developing Policy ==

Drafting a white page document that will serve as a formal proposal is the most important process. During this drafting process we will use expert insight into legal and contractual requirements. Eventually this document will be overhauled by student, faculty, and community leader committees before submitting the document to administration of the college.

== Task 3: Launching Initiative ==

Once support has been mapped, the next goal is start the marketing process. This will be done through social media, and campus engagement at first. Then later we will have a launch day where funding will be used to incentivize attendance and a website for the initiative will also be launched on this launch day.
</div>
= Priority 4: Interdisciplinary Communication =

== Tactic 1: Building Relationships<br/> ==
<div>Building relationships with leadership and faculty will allow for a means of entry into the faculty communication circle. Reaching out to faculty and attend a faculty meeting to open conversation about how William Jewell College can move from "polydisciplinary" - in which students are simultaneously engaged in many disciplines - to truly "interdiscplinary" - in which faculty and students connect disparate ideas and have investment in programs beyond the department.</div>
== Tactic 2: Pitching Interdisciplinary Ideas<br/> ==
<div>Communicating between areas of study and departments for the purpose of collaboration will benefit the community by expanding the effects of the liberal arts approach at William Jewell College. Inviting faculty from other departments to lectures, shadow a class, collaborate on curriculum, and share ideas are the objectives of interdepartmental communication. For example, if a class is discussing a subject that relates to that of another discipline, it could be enriching to bring a faculty member from the other department to speak on the subject. Furthermore, if a department had a program that could be of interest to a student outside the major, faculty to faculty communication could facilitate communicating this program to their students.</div><div><br/></div>
== Tactic 3: Unifying Silos<br/> ==
<div>As students have expressed, they feel comfortable communicating with faculty in their own discipline, but are hesitant to contact those who are not in their disciple. Breaking down silos that block communication could aid in encouraging students talking to faculty in other disciplines. As William Jewell is a liberal arts institution, it is a goal of the college to create well rounded individuals who value critical thinking. This goal can be facilitated through accessibility to the whole faculty, not just those in one's department.</div>
= Priority 5: Prospective Student Outreach =
<div>Currently William Jewell Admissions have not made entrepreneurship and innovation a key aspect to market about Jewell when reaching out to students. This is very much related to our marketing initiative. The goal of this initiative would be for our Leadership Circle to build a relationship with Admissions in order to develop different ways for admissions to share about all of Jewell's entrepreneurial resources and opportunities. This will be beneficial in that it will bring in more students who are driven by entrepreneurship and innovation at the same time as having all students coming into Jewell with the knowledge of opportunities and resources that may seem hidden to even current students from the start.</div>
== Tactic 1: Create a Relationship and Collect Information ==
<div>The first step is to create a relationship with Admissions and collect information on specific information the Admissions Department current gives to prospective students through social media, mass marketing, website information, high school career fairs, campus visits, and brochures. Collaborating and building a relationship with Admissions means we will begin to collaborate with them on ideas of ways to get information out to prospective students.</div>
== Tactic 2: Idea Collaboration<br/> ==
<div>The next step would be to collaborate closely with Admissions on ways we can get this information out. For example, we may decide social media is the best way to go, or possibly a brochure. We want to plan out what ways of communication we will use. On campus tours would be a great way to get the information out. If we added it into the tour, all students who visit would have the information; the student could also be given a brochure of the information as well as a link to a site on the Jewell page that talks about all of these opportunities and resources. These ideas will be created with Admissions fully involved so that we can make a significant impact.</div>
== Tactic 3: Project Execution ==
<div>Lastly, these ideas would then need to be executed. Of course, after and during execution we will need to be evaluating how well the communication works. Hopefully, these projects created in tactic two would have a great impact on the knowledge Freshman have about student resources and opportunities in innovation and entrepreneurship. </div>
= Related Resources =

[[William Jewell College|William Jewell College]]

2014-2015 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

School:William Jewell College

2014-09-26T14:12:53Z

Bdice:

[[File:William Jewell College Logo 1.jpg|thumb|right|200px]]

= Overview<br/> =

William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”<br/><br/>William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship<br/> =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. One goal of the 2014-15 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons. There is also a 3D printer. There is a great amount of resources that students could be using in entrepreneurial endeavors. 

= Faculty Innovation and Entrepreneurship<br/> =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus<br/> =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations<br/> ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, and Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body.  The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events<br/> ==

William Jewell College offers and extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as the E-Society, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department.

== Spaces<br/> ==

The College built a new building called the Pryor Learning Commons just over a year ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved for any time of the day. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, and  multiple collaboration spaces.

On Jewell’s campus there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, are however, mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body.

A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

= Evaluation of Innovation and Entrepreneurship<br/> =

William Jewell is growing its rapidly with its Creativity and Innovation program and other campus-wide efforts, and the UI Fellows aim to catalyze this further, increasing student engagement and expanding available resources. Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle.

= Landscape Canvas =

{{#widget:Google Spreadsheet|key=0AtGRsz4i6ggadDBGUzl1U3daSlQtZVhNdERBc05qWXc|width=1300|height=700}}

= Related Resources =

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

2014-2015 Leadership Circle: [[Bradley Dice|Bradley Dice]], [[James Milam|James Milam]], [[Kate McFerren|Kate McFerren]], [[Amelia Hanzlick|Amelia Hanzlick]], [[Conner Hazelrigg|Conner Hazelrigg]]

[[Category:Universities]]

Fellow:Conner Hazelrigg

2014-09-26T14:12:06Z

Bdice:

[[File:Conner Hazelrigg.jpg|thumb|right|200px]] '''Conner Hazelrigg''' is a senior at William Jewell College majoring in Physics.

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[Category:Student Changemakers|Student_Changemakers]]

Fellow:Amelia Hanzlick

2014-09-26T14:11:56Z

Bdice:

[[File:Ameliahanzlick.jpg|thumb|none|Amelia Hanzlick]]

<span style="font-family:trebuchet ms,helvetica,sans-serif"><span style="font-size: small">Amelia Hanzlick, called “Mia” by some, is a junior International Business, French, and Critical Thought and Inquiry major with an emphasis in Pre-Law. Amelia has explored a few career fields through her work at the McClelland Law Firm where she assisted in employment law cases, at Entercom Media where she worked in marketing for Kansas City’s number one radio station, at the Whittaker Group where she helped an agricultural start-up company find funding through private equity, and through her on-campus job with the school’s education department where she does event planning and social media marketing.  If it is not clear enough, she is still trying to decide what to do with her life.</span></span>

<span style="font-family:trebuchet ms,helvetica,sans-serif"><span style="font-size: small"> </span></span>

<span style="font-family:trebuchet ms,helvetica,sans-serif"><span style="font-size: small">At school Amelia is involved as a Pryor Leadership Fellow, a student senator, the Vice President of the Panhellenic Council, a Resident Assistant, an intern for a local French charter school, the Secretary and Treasurer of a campus political organization, a member of Alpha Gamma Delta, and as a Cardinal Host. When she is not busy with classes or activities, Amelia enjoys volunteering for a domestic violence shelter, baking, and going on long walks.</span></span>

<span style="font-family:trebuchet ms,helvetica,sans-serif"><span style="font-size: small"> </span></span>

<span style="font-family:trebuchet ms,helvetica,sans-serif"><span style="font-size: small">Amelia values the support of her loving family and pet Schnoodle, Oliver. Amelia hopes to become an immigration attorney, although she is not sure, because she is fascinated by other cultures and genuinely adores sharing her culture with others. When she was in sixth grade, Amelia went to France and realized that she was not as cultured as she thought when she couldn’t understand a word people were saying. Ever since, she has become fluent in French and has studied abroad both in high school and in college.</span></span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[Category:Student Changemakers|Student_Changemakers]]

Fellow:Kate McFerren

2014-09-26T14:11:25Z

Bdice:

[[File:Kate McFerren.jpg]]

<span style="font-size:large;">Kate McFerren is currently a student finishing her last year at William Jewell College pursuing a self-created degree in Digital Communication. She recently became part of the UIF program that she, and a group of students, is bringing to her college campus. She aspires to be a video editor and has accomplished two notable internships with CenturyLink and VML. She currently works as a videographer for William Jewell creating videos to recap Student Life. She will graduate a year early, but not before going abroad to video inspirational places for a Jewell Marketing Campaign as her ending project. She hopes to bring about growth in creativity and entrepreneurship through events, workshops, and networking.</span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[Category:Student Changemakers|Student_Changemakers]]

Fellow:James Milam

2014-09-26T14:10:38Z

Bdice:

[[File:20140824 202101.jpg|thumb|center|200x200px]]

<span style="font-family: 'times new roman', times, serif; font-size: medium;">James Milam is a senior at William Jewell College in Kansas City, Missouri. He is currently pursuing a Bachelor of Arts degree in Physics, Economics, and Applied Critical Thought and Inquiry, and holds a strong passion for leadership, solving complex problems, and originality in thought.</span>

<span style="font-family: 'times new roman', times, serif; font-size: medium;">Connect with me: [https://www.linkedin.com/pub/james-milam/61/24b/483 LinkedIn] | [https://www.facebook.com/profile.php?id=742473426 Facebook]</span>

== Related Resources ==

[[William Jewell College|William Jewell College]]

[[Category:Student Changemakers|Student_Changemakers]]