University Innovation Fellows - User contributions [en]

School:Hartwick College

2017-09-22T03:07:09Z

Bechdold:

= Campus Overview =

== Promoting student innovation and entrepreneurship ==

As there is only a limited number of support systems in place for innovation and entrepreneurship at Hartwick College, student I&E on campus is in a relatively early stage. However, there has been a recent push within the college to create opportunities for students to engage in I&E. Hartwick College’s curriculum calls for students to take multiple courses that contain some sort of experiential learning component. For example, POSC 310 (Parties and Elections) requires students to get involved in the election cycle, either through volunteering for a campaign, registering voters, attending debates, etc. These courses that encourage students to gain real-world experience have the ability to help foster I&E on campus. Moreover, Hartwick has just recently opened the Center for Craft Food and Beverages, in collaboration with local businesses. The Center supports research collaborations involving students, faculty, and master brewers focused on the biochemistry of brewing. A final example of student innovation and entrepreneurship at Hartwick is the Baker-Simpson Program, which allows rising seniors to work for start-up companies over the summer. These opportunities for experiential learning at Hartwick College will be the starting point for promoting greater student I&E on campus. As the existing infrastructure is built upon, the consequential growth of an I&E culture will follow. Central to the growth of I&E on campus will most definitely be the introduction of a makerspace.

== Encouraging faculty innovation and entrepreneurship ==

Although many professors at Hartwick have published research, we did not identify it as a high priority by the college. Within the physical/life sciences, faculty may it hard to conduct research due to the lack of technology available in the laboratories. However, because Hartwick does not offer graduate programs, students are able to conduct research with their professors that is often only available to graduate students. Unfortunately, much of the research done by professors has little to do with I&E.

== Actively supporting the university technology transfer function ==

N/A

== Facilitating university-industry collaboration ==

As previously stated, the new Center for Craft Food and Beverage has opened up the institution and its students and faculty for local businesses to take advantage of. Local businesses look to Hartwick students to conduct research necessary for businesses to make informed decisions about their products. Hartwick’s small size and lack of graduate programs does not provide the high level technical facilities that typically support I&E at larger institutions. Because of this, it is extremely helpful that Hartwick has partnered with graduate programs at other institutions that may supply these resources. Hartwick has a pre-engineering program affiliated with both Clarkson University and Columbia University, as well as a 3+3 program with Albany Law.

== Engaging with local and regional economic development efforts ==

Hartwick College has a large impact on the surrounding community, even in spite of its small population. Hartwick students are connected with members of the local community through volunteer work, internships, research, and employment. The Hartwick PSGE Center links students up with numerous opportunities ranging anywhere from an internship downtown to a grant for research halfway across the world. Although Hartwick College does not have an economic development office, it has The Community Involvement and Volunteerism office (CIV), which helps students find opportunities to get involved and give back to the community.

Written by: Jacqueline Davis, Kelly Sprague, Christine Hughes, Stephanie Sacco

= Related Links =

Watch our video here!! {{#Widget:Youtube|id=u6JRdKgw8sw}}

Watch our Prezi here: https://prezi.com/view/7Fp7x7JMuruhyLLbMiM7/

'''Hartwick College'''  [[Hartwick College Student Priorities|Hartwick College Student Priorities]]

 [[Jacqueline Davis|Jacqueline Davis]],[[Kelly Sprague|Kelly Sprague]],[[Stephanie Sacco|Stephanie Sacco]],[[Christine Hughes|Christine Hughes]]

[[Diana Bechdol|Diana Bechdol]],[[Farheen Fatima|Farheen Fatima]], [[Allison Schroeder|Allison Schroeder]], [[Robert Shepard|Robert Shepard]]

[[Category:Universities]]

School:Hartwick College

2017-09-22T03:05:49Z

Bechdold:

= Campus Overview =

== Promoting student innovation and entrepreneurship ==

As there is only a limited number of support systems in place for innovation and entrepreneurship at Hartwick College, student I&E on campus is in a relatively early stage. However, there has been a recent push within the college to create opportunities for students to engage in I&E. Hartwick College’s curriculum calls for students to take multiple courses that contain some sort of experiential learning component. For example, POSC 310 (Parties and Elections) requires students to get involved in the election cycle, either through volunteering for a campaign, registering voters, attending debates, etc. These courses that encourage students to gain real-world experience have the ability to help foster I&E on campus. Moreover, Hartwick has just recently opened the Center for Craft Food and Beverages, in collaboration with local businesses. The Center supports research collaborations involving students, faculty, and master brewers focused on the biochemistry of brewing. A final example of student innovation and entrepreneurship at Hartwick is the Baker-Simpson Program, which allows rising seniors to work for start-up companies over the summer. These opportunities for experiential learning at Hartwick College will be the starting point for promoting greater student I&E on campus. As the existing infrastructure is built upon, the consequential growth of an I&E culture will follow. Central to the growth of I&E on campus will most definitely be the introduction of a makerspace.

== Encouraging faculty innovation and entrepreneurship ==

Although many professors at Hartwick have published research, we did not identify it as a high priority by the college. Within the physical/life sciences, faculty may it hard to conduct research due to the lack of technology available in the laboratories. However, because Hartwick does not offer graduate programs, students are able to conduct research with their professors that is often only available to graduate students. Unfortunately, much of the research done by professors has little to do with I&E.

== Actively supporting the university technology transfer function ==

N/A

== Facilitating university-industry collaboration ==

As previously stated, the new Center for Craft Food and Beverage has opened up the institution and its students and faculty for local businesses to take advantage of. Local businesses look to Hartwick students to conduct research necessary for businesses to make informed decisions about their products. Hartwick’s small size and lack of graduate programs does not provide the high level technical facilities that typically support I&E at larger institutions. Because of this, it is extremely helpful that Hartwick has partnered with graduate programs at other institutions that may supply these resources. Hartwick has a pre-engineering program affiliated with both Clarkson University and Columbia University, as well as a 3+3 program with Albany Law.

== Engaging with local and regional economic development efforts ==

Hartwick College has a large impact on the surrounding community, even in spite of its small population. Hartwick students are connected with members of the local community through volunteer work, internships, research, and employment. The Hartwick PSGE Center links students up with numerous opportunities ranging anywhere from an internship downtown to a grant for research halfway across the world. Although Hartwick College does not have an economic development office, it has The Community Involvement and Volunteerism office (CIV), which helps students find opportunities to get involved and give back to the community.

Written by: Jacqueline Davis, Kelly Sprague, Christine Hughes, Stephanie Sacco

= Related Links =

Watch our video here!! {{#Widget:Youtube|id=u6JRdKgw8sw}} '''Hartwick College'''  [[Hartwick College Student Priorities|Hartwick College Student Priorities]]

 [[Jacqueline Davis|Jacqueline Davis]],[[Kelly Sprague|Kelly Sprague]],[[Stephanie Sacco|Stephanie Sacco]],[[Christine Hughes|Christine Hughes]]

[[Diana Bechdol|Diana Bechdol]],[[Farheen Fatima|Farheen Fatima]], [[Allison Schroeder|Allison Schroeder]], [[Robert Shepard|Robert Shepard]]

[[Category:Universities]]

School:Hartwick College

2017-09-22T03:04:49Z

Bechdold:

= Campus Overview =

== Promoting student innovation and entrepreneurship ==

As there is only a limited number of support systems in place for innovation and entrepreneurship at Hartwick College, student I&E on campus is in a relatively early stage. However, there has been a recent push within the college to create opportunities for students to engage in I&E. Hartwick College’s curriculum calls for students to take multiple courses that contain some sort of experiential learning component. For example, POSC 310 (Parties and Elections) requires students to get involved in the election cycle, either through volunteering for a campaign, registering voters, attending debates, etc. These courses that encourage students to gain real-world experience have the ability to help foster I&E on campus. Moreover, Hartwick has just recently opened the Center for Craft Food and Beverages, in collaboration with local businesses. The Center supports research collaborations involving students, faculty, and master brewers focused on the biochemistry of brewing. A final example of student innovation and entrepreneurship at Hartwick is the Baker-Simpson Program, which allows rising seniors to work for start-up companies over the summer. These opportunities for experiential learning at Hartwick College will be the starting point for promoting greater student I&E on campus. As the existing infrastructure is built upon, the consequential growth of an I&E culture will follow. Central to the growth of I&E on campus will most definitely be the introduction of a makerspace.

== Encouraging faculty innovation and entrepreneurship ==

Although many professors at Hartwick have published research, we did not identify it as a high priority by the college. Within the physical/life sciences, faculty may it hard to conduct research due to the lack of technology available in the laboratories. However, because Hartwick does not offer graduate programs, students are able to conduct research with their professors that is often only available to graduate students. Unfortunately, much of the research done by professors has little to do with I&E.

== Actively supporting the university technology transfer function ==

N/A

== Facilitating university-industry collaboration ==

As previously stated, the new Center for Craft Food and Beverage has opened up the institution and its students and faculty for local businesses to take advantage of. Local businesses look to Hartwick students to conduct research necessary for businesses to make informed decisions about their products. Hartwick’s small size and lack of graduate programs does not provide the high level technical facilities that typically support I&E at larger institutions. Because of this, it is extremely helpful that Hartwick has partnered with graduate programs at other institutions that may supply these resources. Hartwick has a pre-engineering program affiliated with both Clarkson University and Columbia University, as well as a 3+3 program with Albany Law.

== Engaging with local and regional economic development efforts ==

Hartwick College has a large impact on the surrounding community, even in spite of its small population. Hartwick students are connected with members of the local community through volunteer work, internships, research, and employment. The Hartwick PSGE Center links students up with numerous opportunities ranging anywhere from an internship downtown to a grant for research halfway across the world. Although Hartwick College does not have an economic development office, it has The Community Involvement and Volunteerism office (CIV), which helps students find opportunities to get involved and give back to the community.

Written by: Jacqueline Davis, Kelly Sprague, Christine Hughes, Stephanie Sacco

= Related Links =

Watch our video here!! {{#Widget:Youtube|id=u6JRdKgw8sw}} '''Hartwick College'''  [[Hartwick College Student Priorities|Hartwick College Student Priorities]] [[Jacqueline Davis|Jacqueline Davis]] [[Kelly Sprague|Kelly Sprague]] [[Stephanie Sacco|Stephanie Sacco]] [[Christine Hughes|Christine Hughes]]

[[Diana Bechdol|Diana Bechdol]]

[[Farheen Fatima|Farheen Fatima]]

[[Allison Schroeder|Allison Schroeder]]

[[Robert Shepard|Robert Shepard]]

[[Category:Universities]]

Resource:How to infiltrate freshman courses to introduce Design Thinking

2017-09-09T23:28:19Z

Bechdold:

= Their Story =

Nathan LaWarre and Jill Puckett are University Innovation Fellows (UIF) from Western Michigan University (WMU). Nathan is majoring in Computer Engineering with a minor in Environmental Studies and Sustainability. Jill is majoring in Advertising and Promotion with minors in General Business and Gender and Women’s Studies. Both Jill and Nathan are members of the WMU Innovation Club, where Jill has served as Marketing Coordinator. The Innovation Club, a UIF-led initiative, strives to get students excited about learning through hands-on experience. The club, which consists of 7 board members and a general membership of 15 regularly-attending members, contains a wealthof knowledge about design thinking, and their members were instrumental in helping facilitate the process of creating the workshop that Nathan and Jill began.

Uniquely, at WMU, First Year Experience (FYE) courses are taken by students in all departments in an interdisciplinary setting. Nathan and Jill sought out to introduce the process of design thinking to First Year students making the transition from high school to college. They wanted specifically to teach students how to solve problems with empathy and collaboration. With the help of University Innovation Fellows, funding sources such as the Technology Department at WMU, as well as the Director of First-Year Experiences, they were able to quickly implement a workshop where they will teach empathetic design thinking to many rotating FYE courses.

= Goals =

After taking stock of resources on and around WMU’s campus, Nathan and Jill noticed there was a lack of innovation resources targeted towards freshmen at their university and assessed a need for an early introduction to design thinking. Sharing a passion for design thinking, both Nathan and Jill noticed how beneficial the process was for them, and explained that design thinking exposes people to different thinking styles and familiarizes people with disciplines different from their own. Knowing that freshmen are at an impressionable time, they wanted to introduce these students to design thinking early in their education. Nathan and Jill hoped that, by helping freshman understand these ideas and be able to explain it to others, they could spread their knowledge of design thinking across their university. Additionally, they could also recruit students to join Innovation Club.

= Designing the Workshop =

The training they received as University Innovation Fellows was crucial in helping Nathan and Jill develop methods for introducing freshmen students to powerful tools and concepts from design thinking, especially those related to empathy and problem solving. Over the summer, the pair began building a 45 to 75 minute workshop that is currently in the process of refinement and critique by advisors and stakeholders. Starting in September of 2017, Nathan and Jill plan to visit  the 7 FYE classes whose professors indicated interest at the FYE Fair and continue presenting the workshop to students throughout the Fall 2017 semester. Through exit surveys taken by participants, Nathan and Jill hope to learn what is effective and engaging in order to further improve the workshop structure. The pair has designed their workshop to appeal to students across majors, as is typically the composition of FYE classes.

They explain that they are “shooting for the middle ground” because of the interdisciplinary nature of FYE courses at their university.  Their goal is to keep everyone engaged during these sessions. They remark that a specific challenge they face is in making material “tailored to different classes especially because they are freshmen,” adding that they are very likely to change their major. They are including short, simple exercises to introduce design thinking principles, describe the steps involved, and explain why they are important. Their ultimate goal is to show students how design thinking can help them solve problems more quickly, efficiently, and successfully.

= Support =

To implement this course in the FYE program, Nathan and Jill needed the support of WMU faculty and staff. Because they were working with course material, they had to ask many people for permission. They started by talking to interns at the FYE department, then were passed up the chain of command before arriving at the Director of First Year Experiences. They were able to their pitch course activities and learning goals to the Director. They were then given permission to attend a fair presented to faculty that showcased the different course offerings that the professors could teach. At this time, they had a goal to get seven professors to buy into their idea and ultimately had seven register. Nathan said, “Anytime one signed up, it was another win for us”.

= Timeline =

When initially planning for infiltrating the FYE courses, Nathan and Jill knew they had a fixed deadline the following fall semester. They not only had to persuade professors to agree to have design thinking in their classes, but to also produce a lesson plan that would be ready when the students would take the class. While convincing the Director of First Year Experiences and then the professors at the fair took relatively little time on their own, Jill said that a semester is a good amount of time to find interested people and work your way through the system until you find the right individuals who can help you make your project happen. They explained one to two months gives you ample time to design the course. This consists of understanding the material as well as presentation. In total, Nathan and Jill spent roughly six months of work, including the summer where they took a break, before they taught their first course in the fall 2017 semester.

= Challenges and Tips =

Keeping the club running and developing the workshops hasn’t been an easy task. Though they originally thought the Engineering College would be willing to provide funding for their club and project, Nathan said their unwillingness to do so forced the students to shop around elsewhere. Fortunately, Nathan said, the Technology Department took an interest in their project.

Though the project built a significant amount of momentum during the school year, when summer came, operations ceased. But though the students returned, the momentum did not. This was especially discouraging to Nathan and Jill, who claimed that they had to work hard to maintain their excitement for club initiative in order to recoup the energy necessary to continue their task.

Overcoming these sorts of challenges is what this project is all about. “Breaking down silos” is a passion of Jill’s, one that she said has helped with the success of the project through support from an interdisciplinary group of faculty. It’s also, Jill said, something their workshop stresses by bringing together students from across majors.

Nathan and Jill also realize that their workshops may not be enough. To reach the wider student body at their university, they also plan to hold impromptu 20 minute-long classes in the middle of campus, called “pop-up classes.” They also plan to hold what they call “un-conferences,” where the formalities of structured conferences are thrown out the window and everyone is invited to work on everyone else’s ideas. These initiatives cover ideas related to design thinking as well as discuss what needs to be changed on campus.

Overall, Nathan and Jill have received a lot of positive feedback and support from both faculty and students at their school. They hope to complete their first workshop this coming semester and continue spreading the ideas surrounding design thinking to the broader student population at WMU and beyond.  As they look toward the future, Nathan and Jill  hope their design thinking workshops will continue to be part of FYE, and that teaching design thinking will remain a part of their university even after they graduate.

Written by: [[Diana Bechdol|Diana Bechdol]], [[Ryan Botts|Ryan Botts]], [[Courtney Pelissero|Courtney Pelissero]], [[DallasElleman|Dallas Elleman]], [[Winterwilson|Winter Wilson]], and [[Jarrodd|Jarrodd Davis]]

[[Category:Guides]]

Resource:How to infiltrate freshman courses to introduce Design Thinking

2017-09-09T23:27:12Z

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Fellow:Diana Bechdol

2017-09-09T23:14:24Z

Bechdold:

[[File:DianaBechdolUIF3.png|frame]]

Diana is currently a sophomore at Hartwick College in Oneonta, NY. She is majoring in both Business Administration and Studio Art, with a focus in ceramics. Diana is passionate about innovation and is excited to work towards involving the humanities in innovation. In her free time, Diana can be found in her studio working on projects and helping other students with their artwork.

 

[[Category:Student Contributors]]

File:DianaBechdolUIF3.png

2017-09-09T23:02:09Z

Bechdold:

File:DianaBechdolUIF2.jpg

2017-09-09T23:00:14Z

Bechdold:

File:DianaBechdolUIF.jpg

2017-09-09T22:56:08Z

Bechdold:

Fellow:Diana Bechdol

2017-09-09T22:51:07Z

Bechdold: Created page with "Diana is currently a sophomore at Hartwick College in O..."

Diana is currently a sophomore at Hartwick College in Oneonta, NY. She is majoring in both Business Administration and Studio Art, with a focus in ceramics. Diana is passionate about innovation and is excited to work towards involving the humanities in innovation. In her free time, Diana can be found in her studio working on projects and helping other students with their artwork.