University Innovation Fellows - User contributions [en]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-05-07T04:35:12Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= FMUWOfX0fI0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make a real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science have all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': A grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': A Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty with the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' The passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' The unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': The relationships with peers, mentors and community members that lead to new insights and opportunities.

== Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new university structures that create space for faculty-led innovation projects, along with an institute that is responsible for working across campus to develop new courses and initiatives, assess outcomes and ensure the sustainabilty of the movement on campus. 

'''Cross Institutional Collaboration''' - strategic partnerships with universities across the state, around the region and around the nation to integrate the principles of entrepreneurship, innovation and creative-problem solving into the fabric of society - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, [http://www.amazon.com/Little-Bets-Breakthrough-Emerge-Discoveries/dp/product-description/1439170436 "A little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."]

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' This student organization functions as a think-and-do tank that equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged-living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House: This signature engaged-living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

[http://theironyard.com/ The Iron Yard] & [http://www.greenvillenext.com/ NEXT Innovation Center]: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs: ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program: ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into an ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse the principles of innovation, entrepreneurship and creative problem-solving into all levels of university activity?'''

This strategic project will be co-developed and coordinated by a coalition of partners from across the university -  the Fire Circle. Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into existing institutional assets through a series of conceptual programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high-quality courses that build the creative capacities of students. Courses might explore design thinking, human-centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship.

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences.

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human-centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human-centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start-up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni changemakers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provide evidence that the institution attracts, supports and celebrates changemakers who engage in intellectual risk-taking, creative problem-solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty, despite any leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

     - an encouraged gap year for personal exploration

     - an orientation experience that introduces creativity and innovation during the first week on campus

     - a robust May Experience Program that offers problem-based courses in designing solutions for real-world problems.

     - an optional 5th-Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course-work

     - a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real-world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in a design thinking, a creative problem-solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based on fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the [http://dschool.stanford.edu/ Hasso Plattner Institue of Design] at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Education and Lifelong Learning II) Health and Wellness III) Social Innovation and Entrepreneurship  IV) Sustainability V) Civic Innovation 

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s Art Department (Completed May 2013).

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage.d Institute: a hub for cross-diciplanary courses, design thinking workshops, professional development programs, conferences and events that create a culture of innovation and entrepreneurship on campus. 

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem-solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar-style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) whiteboard walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students who are starting businesses that are related to the focus areas of the institute.

'''V) Collaboration Lab''' Meeting space for 10-12 people, with flexible furniture, in a glass-enclosed room.

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Student Priorities]]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-05-07T04:33:22Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= FMUWOfX0fI0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make a real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science have all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': A grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': A Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty with the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' The passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' The unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': The relationships with peers, mentors and community members that lead to new insights and opportunities.

== Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new university structures that create space for faculty-led innovation projects, along with an institute that is responsible for working across campus to develop new courses and initiatives, assess outcomes and ensure the sustainabilty of the movement on campus. 

'''Cross Institutional Collaboration''' - strategic partnerships with universities across the state, around the region and around the nation to integrate the principles of entrepreneurship, innovation and creative-problem solving into the fabric of society - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, [http://www.amazon.com/Little-Bets-Breakthrough-Emerge-Discoveries/dp/product-description/1439170436 "A little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."]

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' This student organization functions as a think-and-do tank that equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged-living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House: This signature engaged-living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

[http://theironyard.com/ The Iron Yard] & [http://www.greenvillenext.com/ NEXT Innovation Center]: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs: ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program: ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into an ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse the principles of innovation, entrepreneurship and creative problem-solving into all levels of university activity?'''

This strategic project will be co-developed and coordinated by a coalition of partners from across the university -  the Fire Circle. Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into existing institutional assets through a series of conceptual programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high-quality courses that build the creative capacities of students. Courses might explore design thinking, human-centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship.

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences.

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human-centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human-centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start-up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni changemakers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provide evidence that the institution attracts, supports and celebrates changemakers who engage in intellectual risk-taking, creative problem-solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty, despite any leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

     - an encouraged gap year for personal exploration

     - an orientation experience that introduces creativity and innovation during the first week on campus

     - a robust May Experience Program that offers problem-based courses in designing solutions for real-world problems.

     - an optional 5th-Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course-work

     - a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real-world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in a design thinking, a creative problem-solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based on fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the [http://dschool.stanford.edu/ Hasso Plattner Institue of Design] at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Education and Lifelong Learning II) Health and Wellness III) Social Innovation and Entrepreneurship  IV) Sustainability V) Civic Innovation 

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s Art Department (Completed May 2013).

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the engage.d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem-solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar-style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) whiteboard walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students who are starting businesses that are related to the focus areas of the institute.

'''V) Collaboration Lab''' Meeting space for 10-12 people, with flexible furniture, in a glass-enclosed room.

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Student Priorities]]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-05-07T04:31:13Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= FMUWOfX0fI0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make a real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science have all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': A grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': A Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty with the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' The passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' The unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': The relationships with peers, mentors and community members that lead to new insights and opportunities.

== Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new university structures that create space for faculty-led innovation projects, along with an institute that is responsible for working across campus to develop new courses and initiatives, assess outcomes and ensure the sustainabilty of the movement on campus. 

'''Cross Institutional Collaboration''' - strategic partnerships with universities across the state, around the region and around the nation to integrate the principles of entrepreneurship, innovation and creative-problem solving into the fabric of society - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, [http://www.amazon.com/Little-Bets-Breakthrough-Emerge-Discoveries/dp/product-description/1439170436 "A little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."]

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' This student organization functions as a think-and-do tank that equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged-living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House: This signature engaged-living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

[http://theironyard.com/ The Iron Yard] & [http://www.greenvillenext.com/ NEXT Innovation Center]: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs: ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program: ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into an ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse the principles of innovation, entrepreneurship and creative problem-solving into all levels of university activity?'''

This strategic project will be co-developed and coordinated by a coalition of partners from across the university -  the Fire Circle. Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into existing institutional assets through a series of conceptual programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high-quality courses that build the creative capacities of students. Courses might explore design thinking, human-centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship.

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences.

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human-centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human-centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start-up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni changemakers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provide evidence that the institution attracts, supports and celebrates changemakers who engage in intellectual risk-taking, creative problem-solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty, despite any leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

     - an encouraged gap year for personal exploration

     - an orientation experience that introduces creativity and innovation during the first week on campus

     - a robust May Experience Program that offers problem-based courses in designing solutions for real-world problems.

     - an optional 5th-Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course-work

     - a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real-world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in a design thinking, a creative problem-solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based on fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the [http://dschool.stanford.edu/ Hasso Plattner Institue of Design] at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s Art Department (Completed May 2013).

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the engage.d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem-solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar-style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) whiteboard walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students who are starting businesses that are related to the focus areas of the institute.

'''V) Collaboration Lab''' Meeting space for 10-12 people, with flexible furniture, in a glass-enclosed room.

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Student Priorities]]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-05-07T04:27:04Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= FMUWOfX0fI0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make a real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science have all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': A grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': A Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty with the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' The passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' The unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': The relationships with peers, mentors and community members that lead to new insights and opportunities.

== Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new university structures that create space for faculty-led innovation projects, along with an institute that is responsible for working across campus to develop new courses and initiatives, assess outcomes and ensure the sustainabilty of the movement on campus. 

'''Cross Institutional Collaboration''' - strategic partnerships with universities across the state, around the region and around the nation to integrate the principles of entrepreneurship, innovation and creative-problem solving into the fabric of society - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, [http://www.amazon.com/Little-Bets-Breakthrough-Emerge-Discoveries/dp/product-description/1439170436 "A little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."]

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' This student organization functions as a think-and-do tank that equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged-living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House: This signature engaged-living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

[http://theironyard.com/ The Iron Yard] & [http://www.greenvillenext.com/ NEXT Innovation Center]: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs: ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program: ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into an ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high-quality courses that build the creative capacities of students. Courses might explore design thinking, human-centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship.

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences.

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human-centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human-centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start-up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni changemakers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provide evidence that the institution attracts, supports and celebrates changemakers who engage in intellectual risk-taking, creative problem-solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty, despite any leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

     - an encouraged gap year for personal exploration

     - an orientation experience that introduces creativity and innovation during the first week on campus

     - a robust May Experience Program that offers problem-based courses in designing solutions for real-world problems.

     - an optional 5th-Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course-        work

     - a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real-world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in a design thinking, a creative problem-solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based on fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the [http://dschool.stanford.edu/ Hasso Plattner Institue of Design] at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s Art Department (Completed May 2013).

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the engage.d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem-solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar-style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) whiteboard walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students who are starting businesses that are related to the focus areas of the institute.

'''V) Collaboration Lab''' Meeting space for 10-12 people, with flexible furniture, in a glass-enclosed room.

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Student Priorities]]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-05-07T04:25:37Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= FMUWOfX0fI0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make a real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science have all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': A grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': A Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty with the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' The passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' The unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': The relationships with peers, mentors and community members that lead to new insights and opportunities.

== Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new university structures that create space for faculty-led innovation projects, along with an institute that is responsible for working across campus to develop new courses and initiatives, assess outcomes and ensure the sustainabilty of the movement on campus. 

'''Cross Institutional Collaboration''' - strategic partnerships with universities across the state, around the region and around the nation to integrate the principles of entrepreneurship, innovation and creative-problem solving into the fabric of society - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, [http://www.amazon.com/Little-Bets-Breakthrough-Emerge-Discoveries/dp/product-description/1439170436 "A little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."]

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' This student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged-living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House: This signature engaged-living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

[http://theironyard.com/ The Iron Yard] & [http://www.greenvillenext.com/ NEXT Innovation Center]: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs: ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program: ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into an ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high-quality courses that build the creative capacities of students. Courses might explore design thinking, human-centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship.

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences.

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human-centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human-centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start-up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni changemakers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provide evidence that the institution attracts, supports and celebrates changemakers who engage in intellectual risk-taking, creative problem-solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty, despite any leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

     - an encouraged gap year for personal exploration

     - an orientation experience that introduces creativity and innovation during the first week on campus

     - a robust May Experience Program that offers problem-based courses in designing solutions for real-world problems.

     - an optional 5th-Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course-        work

     - a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real-world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in a design thinking, a creative problem-solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based on fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the [http://dschool.stanford.edu/ Hasso Plattner Institue of Design] at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s Art Department (Completed May 2013).

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the engage.d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem-solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar-style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) whiteboard walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students who are starting businesses that are related to the focus areas of the institute.

'''V) Collaboration Lab''' Meeting space for 10-12 people, with flexible furniture, in a glass-enclosed room.

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Student Priorities]]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-06T23:32:49Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= FMUWOfX0fI0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-06T01:16:47Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, embrace the present and build a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are breaking boundaries and crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy and vision that will move Furman forward. Join us.

{{#Widget:Youtube|id= 81sGHz6ZpM0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-06T01:14:45Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

At Furman, students, faculty, administrators and alumni are crossing disciplines to ask bold questions about the role of the university in an age of constant change. How might we equip learners of all ages with tools for navigating uncertainty and bringing ideas to life? How might we put theory into practice by engaging the community in new ways? How might we work together across disciplines to create solutions that have real-world impact? By using tools like design thinking and social entrepreneurship as strategies for engaged learning, we're creating a strategy that will move Furman forward.

{{#Widget:Youtube|id= 81sGHz6ZpM0}}

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-06T01:00:11Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

{{#Widget:Youtube|id= 81sGHz6ZpM0}}

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:21:30Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== Focus Areas: ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== Project Phases: ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.
= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:21:05Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== Engaged Teaching & Learning ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== Engaged Research & Development ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== Engaged Application ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== Engaged Opportunity ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== Engaged Network ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== Engaged Culture & Community ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== Engaged Student Experience ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.
= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:20:16Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== Engaging Student Organizations: ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== New Living-Learning Communities: ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== Strengthened Partnerships with Greenville: ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== Faculty-Student Learning Communities: ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

=== Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

=== Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.
= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:19:31Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== New Post Graduate Fellowships and Internships: ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.
= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:18:52Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.
= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:16:55Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Sparking a Grassroots Movement =

== 1) Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== 2) Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== 3) Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.
= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:15:16Z

Benjamesriddle: Innovation, Furman, Creativity, Design.

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

= Summary =

Engaged learning is the thread woven through the fabric of our university. We engage in internships, in experiences abroad and in stimulating seminars, but how might we come together to engage with each other in new ways? How might we open new doors to engage with our community? How might we engage our creativity to design new solutions for the some of the world’s messiest problems?

At Furman, we are actively exploring the perspectives of students, professors and an ever-expanding network of collaborators to understand how design thinking and social innovation are shaping the future of higher education. This is only the beginning of our journey, but one thing is certain: we’ll be engage.d.

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:13:11Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage.d institute experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:12:52Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) engage.d institute: A Hub of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts,  the engage.d institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage.d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the engage.d institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T23:09:12Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm in its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillsets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Expanded May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship, social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects; offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects; provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models / mentors for students and faculty; invite role models, mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

School:Furman University

2014-04-05T21:12:33Z

Benjamesriddle:

= Overview =

Located in the foothills of Greenville, South Carolina - Furman University is one of the nation's premier undergraduate liberal arts colleges. At 2600 students, Furman is known for outstanding faculty and student relationships, its approach towards engaged learning, its robust visual and performing arts program and its competitive NCAA Division I athletics. Furman prides itself on its unique academic program, which teaches students how to think critically, how to evaluate and create, and how to see multiple perspectives through the lens of empathy. Built upon these principles, students graduate broadly-educated, well-rounded, prepared for leadership and eager to take on the challenges of a complex world.

[[File:Furman.png|center|Furman.png]]

In an age of constant change, the fields of science, technology, engineering and mathematics are touted as the engines that will drive our nation’s economy forward. Without a foundation in the humanities, this pursuit of innovation lacks depth and does little to foster meaningful progress. Proponents of STEM seek to change the conversation to STEAM – which integrates the liberal arts into the pursuit of innovation.

Indeed, the liberal arts education empowers students with the awareness and empathy to understand how technology is a tool for meeting human needs and solving complex problems in society. In the effort to bridge the gap between science, technology and the humanities, liberal arts universities like Furman play a critical role in the national conversation around innovation and progress, by equipping students with the tools and skillsets needed to create solutions that are meaningful and engaging.

= Student Innovation & Entrepreneurship =

Rather than finding its home in a particular dicipline, emergent entrepreneurs and innovators are scattered throughout Furman's academic departments. From Poverty Studies to Sustainability Science, Furman's student entrepreneurs apply what they're learning on through events and fundraisers, often waiting until after they graduate to launch a company, start a non-profit or join a start-up. '''Cultural Life Program (CLP)''' Furman's '''Cultural Life Program''' stands in the middle of the movement of innovation on campus by regularly connecting students with innovators, entrepreneurs and thought leaders from around the world. The Cultural Life Program (CLP) is designed to encourage students to attend a variety of high quality events that provide enriching, challenging cultural experiences. Collectively, events designated as CLPs engage students in a spectrum of issues, ideas, and artistic expressions from various disciplines and cultures. These events foster a sense of community on campus and help those in attendance see multiple compelling and legitimate views on cultural issues, inspiring a life-long pursuit of intellectual fulfillment and cultural engagement. As a central component of the Furman experience, a typical student will attend 32 CLP events in the four years (8 semesters) they study at Furman. Each student must attend a total number of CLP events equal to four times the number of semesters in which he or she enrolled for courses on the Furman campus.Registration priority for courses is based on class standing as determined by credits earned and CLP events attended. [[File:Furman3.png]] '''Student Ventures:'''

Whether by necessity or by choice, many of Furman's student entrepreneurs wait until after they leave campus to pursue their big ideas. A year after graduating with a degree in Psychology, Furman alum Dan Widenbenner launched '''[http://www.millvillagefarms.org Mill Village Farms]'''- a community farm that's growing food and creating jobs in Greenville's historic mill communities. Similarly, Furman alum Shane Sniteman enrolled in '''[http://theironyard.com/academy/ The Iron Yard Code Academy]''' a year after graduating with a degree in economics. Students like Dan and Shane are both representative of the driven, ambitious and socially-minded students that Furman recruits. If motivated students are starting ventures upon graduating, what might happen if they had access to the tools, classes, networks and spaces to build capacity and start ventures while at Furman? 

'''FUEL Furman:'''

To help fund student projects, start ups and events, the Furman Office of Development launched FUEL Furman - a crowd-funding platform that offers donors the opportunity to fund a smaller project in scope and cost. Each spring, Furman students nominate potential projects for FUEL Furman. Fundraising takes place during a set time frame and donors can watch their dollars immediately impact dollar totals. [http://alumni.furman.edu/fuel-furman Explore] 2014's projects below and find out how your gift, no matter the size, can immediately help Furman students. 

[[File:Furman2.png]] '''Student Organizations: ''' During their time on campus, many students choose to pursue their passions by joining student organizations, leading community projects or participating in Greek Life.  These organizations introduce students to concepts related to entrepreneurship, technology and innovation by hosting various events, cultural life programs and conferences.  The '''Furman Creative Collaborative (FCC) '''is a student-led movement of creativity and innovation that was started by three freshmen in 2012. What began as a critique of student media organizations on campus evolved into a broader discussion about design, creativity and innovation and its role in shaping future of the liberal arts. From connecting students to a global coversation about [http://knight.miami.edu/oncities/ the future of the city ]to hosting talks by creatives like [http://www.artisanalpencilsharpening.com Artisinal Pencil Pusher] David Rees, FCC sparks curiosity among the student body - indirectly planting the seeds of entrepreneurship. In the years to come, FCC plans to host engaging events on storytelling, start-ups and brand-building - along with off the wall speakers and experimental events that remind students to approach life with a playful spirit. Check out this [https://docs.google.com/file/d/0B3xmm5ZC_rfKMlBkblpoNE50Vms/preview PDF] for more insight into how the movement emerged and where it's headed. 

[[File:Tedx.png]]'''[[Www.tedxfurmanu.com| TEDxFurmanU]]''' is an annual student-run TEDx event affiliated with the Furman Creative Collaborative. When the group acquired a license to host its first conference in 2013, organizers invited students, teachers, authors, founders, and creatives to Furman’s campus to discuss the theme of “Redesigning Education.” In March of 2014, the group will host its second annual conference at the Peace Center’s Gunter Theater in downtown Greenville around the theme “Stories: The Common Thread of Our Humanity.”
<div>The [http://www2.furman.edu/studentlife/leadership/ShuckerLeadershipInstitute/Pages/default.aspx Shucker Leadership Institute ]at Furman is a comprehensive program designed to foster change in students and the greater Greenville community. A Shucker Fellow engages in a four year experience and gains an understanding of personal strengths as a leader, practices collaborative leadership and learns how to be a catalyst for change. Each year, 25 candidates are chosen to become New Fellows in the Shucker Leadership Institute. SLI's guided process is intended to enhance the college experience and prepare an individual for a lifetime of meaningful leadership and service in any field.</div><div> The '''Furman Robotics Team''' is a student-run organization that connects people with an interest in robotics and electronics to collaborate on small projects - both for fun and those that are entered in regional and national competitions. Every new member is taught basic electronics and programming skills and is assigned to a group of 3-5 people working on a shared project. Group president Evdokiya Kostadinova shares, "No previous experience is needed, just pure enthusiasm." </div><div> </div><div>In 1988, Furman's Board of Trustees transferred $100,000 to form '''The Investment Club''' from the school’s endowment. Since then, the club's members have used that balance to identify investment strategies, purchase stocks and gain experience in the world of finance. The group also hosts events with Greenville's business leaders. The club currently meets twice a month to learn about investment topics and study its portfolio. '''The StudioLab,''' a branch of the Center for Teaching and Learning (CTL), offers Furman students, faculty and staff access to cutting-edge technology. Student consultants provide one-on-one assistance in learning to use all forms of technology, including assistance with writing. We offer both assistance with collaborative digital projects and one-on-one writing consultations. The mission of the Writing & Media is to facilitate the effective use of communication technologies at Furman and initiate learning experiences through collaboration.  The '''Environmental Action Group (EAG)'''''' i'''s the campus go-to group for environmental and sustainable movements on campus. They aim to educate the campus on how to live in an eco-friendly way, while doing service projects and hosting events that support their philosophy. Efforts include demonstrations of sustainable technologies, discussions around social entrepreneurship and explorations of sustainable solutions for issues of waste, transportation, climate change and energy.  </div><div> [[File:Furman5.png]] In the Art Department, Furman's '''Fine Arts Entrepreneurship Society (FAES)''' fosters interest and growth in visual studies by demonstrating the value of the arts through entrepreneurial activities. The organization accomplishes this through events, social activities, field trips, workshops, and lectures with artists, designers and entrepreneurs. Speakers have included world-renowned surf artist [http://drewbrophy.com Drew Brophy], who hosted a workshop and lecture students on how to build a carreer around making what matters to them.  FU Art is also home to '''[[Www.createathon.org|CreateAthon]]''' on Campus: a 24 Hour pro bono design and branding blitz for social good. This annual event brings students from across campus together with mentors and designers that build brands and movements for Fortune 500 companies, social ventures and start-ups alike. CreateAthon is planned in partnership with local non profits - who are the client for the project. In addition, students work with faculty and mentors from word-of-mouth marketing firm Brains on Fire and the national CreateAthon movement to bring ideas to life. Above all, Furman students are known for their passion, enthusiasm and willingness to do things differently to have fun. From floating a giant swan made out of plastic bottles on the lake to shed light on consumption habits to planning a giant flashmob with the president in downtown Greenville, the student body isn't afraid to do things differently. It's time to harness this energy and enthusiasm and channel it through entrepreneurship and innovation, which will equip students with the tools and skill sets needed to create new solutions for the world's most pressing problems. </div>
= Faculty Innovation and Entrepreneurship =

At Furman, small classes and authentic faculty-student relationships are what sets the school apart from other colleges that are similar in size. This dynamic interaction allows faculty to have a keen sense of what students are interested in, and model their course content accordingly.

'''Sowing Seeds of Entrepreneurship'''

While Furman does not have a program in entrepreneurship or a particular area of study that focuses on innovation and technology, Furman faculty do explore these concepts through their teaching, coursework and research. Courses such as 411 Entrepreneurship and New Venture Development, 230 Problem Solving and Decision Making for Management and 312 Sustainable Corporation introduce students to the importance of innovation and entrepreneurship through the Business Department. Other disciplines introduce the concepts through courses like 433 Introduction to Embedded Systems in Physics and 271 Morals, Law and Society in a Digital Age in Computer Science, which invite students to dig deeper into the topics through personal research.

[[File:Furman4.png]]

'''Curricular Innovation'''

The [http://www2.furman.edu/academics/mayx/Pages/default.aspx May Experience] is an optional three-week term following spring commencement that encourages faculty to create innovative and intensive academic experiences. Successful completion of May Experience courses will yield two credits. While May Experience courses do not meet General Education Requirements, they can carry concentration credit or be an elective in a major. With its flexible guidelines, the May Experience block allows faculty to create courses like ''Design for Social Change''. This interdisciplinary course brought faculty from the Art and Sociology departments together with students from diverse academic backgrounds to engage local residents in community-based problem solving. Upon completion, students worked with residents to develop a concept for a bakery and maker space that will bring new jobs and opportunities to a neighborhood near the University.

'''Engaging Research'''

Through collaborative research projects, faculty and students often work together to explore shared interests in fields across the university. Through a faculty-student research project organized by S[http://furmangreenscene.wordpress.com/2013/03/19/agua-del-pueblo-sustainable-water-project/ ustainability Science professor Bruce Clemmens], Furman students travel to a small village in Guatemala to examine how access to clean water impacts a small community. Furman students work with medical students, a Catholic mission and a non-profit organization founded by Dr. Clemens to study how access to this water has improved the village's public health system and stimulated economic growth. Several students have published papers based on their research. Along with gaining valuable research experience, students can earn academic credit by participating in a May Experience course. The research is supported by annual fundraisers held on Furman's campus.

[[File:Shi Center.jpg]]

In addition to individual research projects, Furman is home to centers and institutes like the '''[http://www2.furman.edu/academics/shicenter/Pages/default.aspx Shi Center for Sustainability], '''which serves as a hub where educators, students and community leaders work together to explore the complex issues of sustainability. Through their efforts, the Shi Center staff, student fellows and faculty collaborators partner on community projects and generate solutions that can be modeled across the globe. '''Need for Incentives'''

While many faculty are interested in creating new courses and programs that explore entrepreneurship and innovation, they are limited by current curricular requirements, departmental objectives and individual responsibilities. Apart from creating new opportunities for students, few incentives are provided at Furman to promote innovation and entrepreneurship among the faculty. While faculty pursue research and dedicate their time to creating compelling classroom experiences, few have the time, resources or bandwitdth to explore new material or launch their own entrepreneurial ventures. One approach favored by many faculty members is a tiered system that would allow for more flexibility in course scheduling and provide incentives through pay commpensation, grants and awards. 

= University-Industry Collaboration =

'''Furman Advantage Internships'''

The '''Furman Office of Internships''' connects students with industry partners through engaged learning experiences. The Office offers fellowships, travel stiepends and funded internship opportunities for students in any field - from STEM related research projects to internships with international social justice organizations. In addition, the University's unique '''Furman Advantage''' program is designed to acknowledge and support students who pursue interesting and challenging educational opportunities beyond the classroom during the summer.

[[File:Furman internship.jpg]]
<div>
Through workshops, connections programs, online resources and personal advising, the Furman Office of Internships works with students to create opportunities to pursue their interests and apply what they learn in the classroom. By working with industry partners, community organizations, faculty, alumni, parents and friends of the University, the Office of Internships matches students with career paths in any field. Throughout the year, students are connected with members of the Furman Internship network through events that are planned to give advice and provide a link to internship opportunities.
</div>
'''GHS Research & Development Corporation'''

Through a cross-instutitional partnership with Clemson Univeristy and the University of South Carolina, Furman University has entered into new academic partnership with the Greenville Health System (GHS) that will allow for the creation of innovative programs for undergraduate students interested in health-related careers. This partnership will provide students with an array of hands-on experiences at one of the Southeast’s largest health systems. As part of the agreement, Furman will be the Health System's primary undergraduate partner, providing its faculty and students, as well as those of other colleges in the area, with distinctive opportunities to study and work with healthcare professionals at GHS in both clinical and non-clinical settings.

'''Running for FIRST '''
<div>
The Furman Institute of Running and Scientific Training (FIRST®) seeks to promote running as a healthy physical activity by providing training based on scientific principles. The FIRST® provides scientific and time-proven information on all aspects of becoming a better runner and empowers runners of all ages and abilities to achieve their goals by developing individually tailored training programs. FIRST provides testing for the average to elite runner, believing that increased knowledge of personal fitness parameters facilitates precise development. [[File:FIRST logoblog.jpg]]

 Students join the institute’s researchers in studying the mechanics of running and the physiology of endurance. FIRST inspired the publication of the best-selling Runner’s World book, Run Less, Run Faster, which has led to a series of tools (apps, websites, online e-coaching programs) that connect runners with students / researchers and coaches at the institute.
</div>
'''Corporate & Continuing Education'''

Through the [http://www2.furman.edu/academics/conted/Pages/default.aspx Herring Center for Continuing Education], Furman provides courses, workshops and seminars on industry-relevant topics like information technology, data management and sustainability.

'''Furman University's Summer Institute in IT Management''' was established to bridge the gap between the results of academic research and discovery about how knowledge-based organizations can best achieve their objectives and the practical application of these results within these organizations. Major topics for the Summer Institute include: a disciplined approach to system development and project management; organizational theory; managing change and planning in the face of uncertainty; economics, accounting, finance and marketing for technical managers; fostering creativity and innovation; decision-making; problem-solving; and critical thinking. The objective of the Summer Institute is to help participants synthesize and relate such knowledge for the purpose of forging a successful integration of technical and business cultures within the knowledge-based organization.

Furman's '''Post Graduate Diploma in Corporate Sustainability''' teaches business leaders the tools, techniques and thinking required for a successful green transformation of existing companies. This program discusses problem-sovling, systems thinking, intrapreneurship and sheds light on emergent green technologies.

Furman's '''BEST (Businesses Engaged in a Sustainable Tomorrow)''' program is aimed at helping businesses perform an assessment and identify opportunities to save money in the areas of energy, water usage, waste creation and management. Partnering businesses are provided with a simple, intuitive process that assists them in creating a customized plan for implementation, along with ongoing performance analyses designed to impact their bottom-line.

'''Partners in Sustainability'''  The '''Shi Center for Sustainability''' works with partners from the public, private and social sector to complete research projects and design collaborative solutions that address local and global issues. Partners include the City of Greenville's Green Ribbon Advisory Council, AmeriCorps, Dream Big Greenville, Gardening for Good, the Duke Endowment, Piedmont Natural Gas, Greenville Forward, Lake Conestee Nature Park, United Way, Upstate Forever and the US Endowment for Forestry and Communities, among others.

= University Technology Transfer Function =

As a liberal arts college, Furman has no formal Technology Transfer Function. However, the university does have a number of programs that explore ways to connect university research with industry partners and other institutions.

The [http://www2.furman.edu/academics/integrativeresearch/AboutUs/Pages/default.aspx Office of Integrative Research in the Sciences (OIRS) ]is responsible for developing, managing and assessing programmatic opportunities that cut across Furman’s science disciplines. Created by the Provost’s Office in 2008 and directed by Prof. John Wheeler, OIRS currently includes a full-time staff of three including Dr. Wheeler, Dr. John Kaup (Coordinator of Science Education) and Ms. Sydney Wood (Administrative Assistant). In total, these programs reflect more than $7M in funds supporting student and faculty research, curricular development, and outreach at Furman University. In addition to providing supervision of external programs, OIRS is engaged with both on-campus and off-campus initiatives that enhance research and educational opportunities for Furman faculty, Furman students, professional scientists and the K-12 sector across the Upstate of South Carolina.

= Regional and Local Economic Development Efforts =

Nestled in the foothills of the Blue Ridge Mountains, the Upstate of South Carolina is a region poised for growth. Located between Atlanta and Charlotte on the I-85 business corridor and equidistant between New York and Florida on the East coast, the Greenville area offers access to all major markets in the United States. The Greenville MSA is the most populated region in South Carolina with more than 1,326,073 residents according to the 2010 Census.
 [[File:Greenville.jpg]]
 Thanks to the technological and manufacturing prowess of Michelin, BMW and GE, which all call the area home, Greenville is home to more engineers per capita than any other community in the US. With a pro-business environment, Greenville offers low taxes and attractive incentives to both existing and new businesses. Over the past decade, the Greenville area has attracted more than $6 billion in new business investments and 43,000 new jobs. This growth has allowed for more businesses to be created per capita than any other region in the southeastern United States.  Organizations like Greenville Area Development Corporation and [http://www.upstatescalliance.com/pages/index/homepage Upstate Alliance] markets the region to companies around the world, with a focus on these clusters: bioscience, advanced materials, automotive, aerospace and energy. For companies that are starting up or seeking to grow, regional sources of capital are available through the [http://www.upstateangels.com/about-us/ Upstate Carolina Angel Network (UCAN)], the Chamber of Commerce's [http://crowd-scsbc.missioncrowdfund.com/en venture crowdfunding initiative] and [http://www.scra.org/sclaunch/scl_index.html SC Launch ]- which focuses on applied research and technology. The [[Www.innoventure.com|Innoventure]] conference series and online platform conncets entrepreneurs and innovators with potential collaborators, sources of funding, mentoring and support. These regional collaborators regularly work with Clemson University's International Center for Automotive Research (CU-ICAR) to attract students, companies and research groups that are focused on developing the future of mobility in the Upstate of South Carolina.  

[[File:CUICAR.jpg]] Outside of higher education, incubator and accelerator programs like [[Www.theironyard.com|The Iron Yard]] and the [[Www.nextgreenville.com|NEXT Innovation Center]] connect entrepreneurs with opportunities to recieve support, training and mentorship in the effort to grow their ventures to scale. [http://www.clemson.edu/cbbs/departments/mba/prospective-students/entrepreneurship/index.html Clemson's MBA Program in Entrepreneurship and Innovation] is home to a number of programs that engage small business owners, first time entrepreneurs and seasoned executives through training and support programs. In addition, programs like The Iron Yard's [http://theironyard.com/academy/ Code Academy] and [http://theironyard.com/academy/#kids Coder Dojo] after school program connect people of all ages with training in coding and web development. [[File:NEXT.jpg]] The network of entrepreneurs and innovators in the Upstate connect through co-working spaces like [http://theironyard.com/cowork/ CoWork] and [http://joinopenworks.com OpenWorks], which make space for freelancers and startups to work alongside designers and experienced business gurus. After hours, Greenville's doers and thinkers gather through groups like PULSE Greenville and [[Www.techafterfive.com|Tech After Five]], and regulary attend events like [[Www.tedxgreenville.com|TEDxGreenville]], Grok, the [[Www.makerssummit.com|Makers Summit]] and [[Www.indiecraftparade.com|Indie Craft Parade]]. 

= Entrepreneurship & Innovation Landscape Canvas =

{{#widget:Google Spreadsheet|key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E|width=1300|height=700}}

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_on_FIRE:_Fueling_Innovation,_Research_%26_Entrepreneurship Furman on FIRE: Strategy for Fueling Innovation, Creative Research & Entrepreneurship] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Universities]]

School:Furman University

2014-04-05T21:11:05Z

Benjamesriddle:

= Overview =

Located in the foothills of Greenville, South Carolina - Furman University is one of the nation's premier undergraduate liberal arts colleges. At 2600 students, Furman is known for outstanding faculty and student relationships, its approach towards engaged learning, its robust visual and performing arts program and its competitive NCAA Division I athletics. Furman prides itself on its unique academic program, which teaches students how to think critically, how to evaluate and create, and how to see multiple perspectives through the lens of empathy. Built upon these principles, students graduate broadly-educated, well-rounded, prepared for leadership and eager to take on the challenges of a complex world.

[[File:Furman.png|center|Furman.png]]

In an age of constant change, the fields of science, technology, engineering and mathematics are touted as the engines that will drive our nation’s economy forward. Without a foundation in the humanities, this pursuit of innovation lacks depth and does little to foster meaningful progress. Proponents of STEM seek to change the conversation to STEAM – which integrates the liberal arts into the pursuit of innovation.

Indeed, the liberal arts education empowers students with the awareness and empathy to understand how technology is a tool for meeting human needs and solving complex problems in society. In the effort to bridge the gap between science, technology and the humanities, liberal arts universities like Furman play a critical role in the national conversation around innovation and progress, by equipping students with the tools and skillsets needed to create solutions that are meaningful and engaging.

= Student Innovation & Entrepreneurship =

Rather than finding its home in a particular dicipline, emergent entrepreneurs and innovators are scattered throughout Furman's academic departments. From Poverty Studies to Sustainability Science, Furman's student entrepreneurs apply what they're learning on through events and fundraisers, often waiting until after they graduate to launch a company, start a non-profit or join a start-up. '''Cultural Life Program (CLP)''' Furman's '''Cultural Life Program''' stands in the middle of the movement of innovation on campus by regularly connecting students with innovators, entrepreneurs and thought leaders from around the world. The Cultural Life Program (CLP) is designed to encourage students to attend a variety of high quality events that provide enriching, challenging cultural experiences. Collectively, events designated as CLPs engage students in a spectrum of issues, ideas, and artistic expressions from various disciplines and cultures. These events foster a sense of community on campus and help those in attendance see multiple compelling and legitimate views on cultural issues, inspiring a life-long pursuit of intellectual fulfillment and cultural engagement. As a central component of the Furman experience, a typical student will attend 32 CLP events in the four years (8 semesters) they study at Furman. Each student must attend a total number of CLP events equal to four times the number of semesters in which he or she enrolled for courses on the Furman campus.Registration priority for courses is based on class standing as determined by credits earned and CLP events attended. [[File:Furman3.png]] '''Student Ventures:'''

Whether by necessity or by choice, many of Furman's student entrepreneurs wait until after they leave campus to pursue their big ideas. A year after graduating with a degree in Psychology, Furman alum Dan Widenbenner launched '''[http://www.millvillagefarms.org Mill Village Farms]'''- a community farm that's growing food and creating jobs in Greenville's historic mill communities. Similarly, Furman alum Shane Sniteman enrolled in '''[http://theironyard.com/academy/ The Iron Yard Code Academy]''' a year after graduating with a degree in economics. Students like Dan and Shane are both representative of the driven, ambitious and socially-minded students that Furman recruits. If motivated students are starting ventures upon graduating, what might happen if they had access to the tools, classes, networks and spaces to build capacity and start ventures while at Furman? 

'''FUEL Furman:'''

To help fund student projects, start ups and events, the Furman Office of Development launched FUEL Furman - a crowd-funding platform that offers donors the opportunity to fund a smaller project in scope and cost. Each spring, Furman students nominate potential projects for FUEL Furman. Fundraising takes place during a set time frame and donors can watch their dollars immediately impact dollar totals. [http://alumni.furman.edu/fuel-furman Explore] 2014's projects below and find out how your gift, no matter the size, can immediately help Furman students. 

[[File:Furman2.png]] '''Student Organizations: ''' During their time on campus, many students choose to pursue their passions by joining student organizations, leading community projects or participating in Greek Life.  These organizations introduce students to concepts related to entrepreneurship, technology and innovation by hosting various events, cultural life programs and conferences.  The '''Furman Creative Collaborative (FCC) '''is a student-led movement of creativity and innovation that was started by three freshmen in 2012. What began as a critique of student media organizations on campus evolved into a broader discussion about design, creativity and innovation and its role in shaping future of the liberal arts. From connecting students to a global coversation about [http://knight.miami.edu/oncities/ the future of the city ]to hosting talks by creatives like [http://www.artisanalpencilsharpening.com Artisinal Pencil Pusher] David Rees, FCC sparks curiosity among the student body - indirectly planting the seeds of entrepreneurship. In the years to come, FCC plans to host engaging events on storytelling, start-ups and brand-building - along with off the wall speakers and experimental events that remind students to approach life with a playful spirit. Check out this [https://docs.google.com/file/d/0B3xmm5ZC_rfKMlBkblpoNE50Vms/preview PDF] for more insight into how the movement emerged and where it's headed. 

[[File:Tedx.png]]'''[[Www.tedxfurmanu.com| TEDxFurmanU]]''' is an annual student-run TEDx event affiliated with the Furman Creative Collaborative. When the group acquired a license to host its first conference in 2013, organizers invited students, teachers, authors, founders, and creatives to Furman’s campus to discuss the theme of “Redesigning Education.” In March of 2014, the group will host its second annual conference at the Peace Center’s Gunter Theater in downtown Greenville around the theme “Stories: The Common Thread of Our Humanity.”
<div>The [http://www2.furman.edu/studentlife/leadership/ShuckerLeadershipInstitute/Pages/default.aspx Shucker Leadership Institute ]at Furman is a comprehensive program designed to foster change in students and the greater Greenville community. A Shucker Fellow engages in a four year experience and gains an understanding of personal strengths as a leader, practices collaborative leadership and learns how to be a catalyst for change. Each year, 25 candidates are chosen to become New Fellows in the Shucker Leadership Institute. SLI's guided process is intended to enhance the college experience and prepare an individual for a lifetime of meaningful leadership and service in any field.</div><div> The '''Furman Robotics Team''' is a student-run organization that connects people with an interest in robotics and electronics to collaborate on small projects - both for fun and those that are entered in regional and national competitions. Every new member is taught basic electronics and programming skills and is assigned to a group of 3-5 people working on a shared project. Group president Evdokiya Kostadinova shares, "No previous experience is needed, just pure enthusiasm." </div><div> </div><div>In 1988, Furman's Board of Trustees transferred $100,000 to form '''The Investment Club''' from the school’s endowment. Since then, the club's members have used that balance to identify investment strategies, purchase stocks and gain experience in the world of finance. The group also hosts events with Greenville's business leaders. The club currently meets twice a month to learn about investment topics and study its portfolio. '''The StudioLab,''' a branch of the Center for Teaching and Learning (CTL), offers Furman students, faculty and staff access to cutting-edge technology. Student consultants provide one-on-one assistance in learning to use all forms of technology, including assistance with writing. We offer both assistance with collaborative digital projects and one-on-one writing consultations. The mission of the Writing & Media is to facilitate the effective use of communication technologies at Furman and initiate learning experiences through collaboration.  The '''Environmental Action Group (EAG)'''''' i'''s the campus go-to group for environmental and sustainable movements on campus. They aim to educate the campus on how to live in an eco-friendly way, while doing service projects and hosting events that support their philosophy. Efforts include demonstrations of sustainable technologies, discussions around social entrepreneurship and explorations of sustainable solutions for issues of waste, transportation, climate change and energy.  </div><div> [[File:Furman5.png]] In the Art Department, Furman's '''Fine Arts Entrepreneurship Society (FAES)''' fosters interest and growth in visual studies by demonstrating the value of the arts through entrepreneurial activities. The organization accomplishes this through events, social activities, field trips, workshops, and lectures with artists, designers and entrepreneurs. Speakers have included world-renowned surf artist [http://drewbrophy.com Drew Brophy], who hosted a workshop and lecture students on how to build a carreer around making what matters to them.  FU Art is also home to '''[[Www.createathon.org|CreateAthon]]''' on Campus: a 24 Hour pro bono design and branding blitz for social good. This annual event brings students from across campus together with mentors and designers that build brands and movements for Fortune 500 companies, social ventures and start-ups alike. CreateAthon is planned in partnership with local non profits - who are the client for the project. In addition, students work with faculty and mentors from word-of-mouth marketing firm Brains on Fire and the national CreateAthon movement to bring ideas to life. Above all, Furman students are known for their passion, enthusiasm and willingness to do things differently to have fun. From floating a giant swan made out of plastic bottles on the lake to shed light on consumption habits to planning a giant flashmob with the president in downtown Greenville, the student body isn't afraid to do things differently. It's time to harness this energy and enthusiasm and channel it through entrepreneurship and innovation, which will equip students with the tools and skill sets needed to create new solutions for the world's most pressing problems. </div>
= Faculty Innovation and Entrepreneurship =

At Furman, small classes and authentic faculty-student relationships are what sets the school apart from other colleges that are similar in size. This dynamic interaction allows faculty to have a keen sense of what students are interested in, and model their course content accordingly.

'''Sowing Seeds of Entrepreneurship'''

While Furman does not have a program in entrepreneurship or a particular area of study that focuses on innovation and technology, Furman faculty do explore these concepts through their teaching, coursework and research. Courses such as 411 Entrepreneurship and New Venture Development, 230 Problem Solving and Decision Making for Management and 312 Sustainable Corporation introduce students to the importance of innovation and entrepreneurship through the Business Department. Other disciplines introduce the concepts through courses like 433 Introduction to Embedded Systems in Physics and 271 Morals, Law and Society in a Digital Age in Computer Science, which invite students to dig deeper into the topics through personal research.

[[File:Furman4.png]]

'''Curricular Innovation'''

The [http://www2.furman.edu/academics/mayx/Pages/default.aspx May Experience] is an optional three-week term following spring commencement that encourages faculty to create innovative and intensive academic experiences. Successful completion of May Experience courses will yield two credits. While May Experience courses do not meet General Education Requirements, they can carry concentration credit or be an elective in a major. With its flexible guidelines, the May Experience block allows faculty to create courses like ''Design for Social Change''. This interdisciplinary course brought faculty from the Art and Sociology departments together with students from diverse academic backgrounds to engage local residents in community-based problem solving. Upon completion, students worked with residents to develop a concept for a bakery and maker space that will bring new jobs and opportunities to a neighborhood near the University.

'''Engaging Research'''

Through collaborative research projects, faculty and students often work together to explore shared interests in fields across the university. Through a faculty-student research project organized by S[http://furmangreenscene.wordpress.com/2013/03/19/agua-del-pueblo-sustainable-water-project/ ustainability Science professor Bruce Clemmens], Furman students travel to a small village in Guatemala to examine how access to clean water impacts a small community. Furman students work with medical students, a Catholic mission and a non-profit organization founded by Dr. Clemens to study how access to this water has improved the village's public health system and stimulated economic growth. Several students have published papers based on their research. Along with gaining valuable research experience, students can earn academic credit by participating in a May Experience course. The research is supported by annual fundraisers held on Furman's campus.

[[File:Shi Center.jpg]]

In addition to individual research projects, Furman is home to centers and institutes like the '''[http://www2.furman.edu/academics/shicenter/Pages/default.aspx Shi Center for Sustainability], '''which serves as a hub where educators, students and community leaders work together to explore the complex issues of sustainability. Through their efforts, the Shi Center staff, student fellows and faculty collaborators partner on community projects and generate solutions that can be modeled across the globe. '''Need for Incentives'''

While many faculty are interested in creating new courses and programs that explore entrepreneurship and innovation, they are limited by current curricular requirements, departmental objectives and individual responsibilities. Apart from creating new opportunities for students, few incentives are provided at Furman to promote innovation and entrepreneurship among the faculty. While faculty pursue research and dedicate their time to creating compelling classroom experiences, few have the time, resources or bandwitdth to explore new material or launch their own entrepreneurial ventures. One approach favored by many faculty members is a tiered system that would allow for more flexibility in course scheduling and provide incentives through pay commpensation, grants and awards. 

= University-Industry Collaboration =

'''Furman Advantage Internships'''

The '''Furman Office of Internships''' connects students with industry partners through engaged learning experiences. The Office offers fellowships, travel stiepends and funded internship opportunities for students in any field - from STEM related research projects to internships with international social justice organizations. In addition, the University's unique '''Furman Advantage''' program is designed to acknowledge and support students who pursue interesting and challenging educational opportunities beyond the classroom during the summer.

[[File:Furman internship.jpg]]
<div>
Through workshops, connections programs, online resources and personal advising, the Furman Office of Internships works with students to create opportunities to pursue their interests and apply what they learn in the classroom. By working with industry partners, community organizations, faculty, alumni, parents and friends of the University, the Office of Internships matches students with career paths in any field. Throughout the year, students are connected with members of the Furman Internship network through events that are planned to give advice and provide a link to internship opportunities.
</div>
'''GHS Research & Development Corporation'''

Through a cross-instutitional partnership with Clemson Univeristy and the University of South Carolina, Furman University has entered into new academic partnership with the Greenville Health System (GHS) that will allow for the creation of innovative programs for undergraduate students interested in health-related careers. This partnership will provide students with an array of hands-on experiences at one of the Southeast’s largest health systems. As part of the agreement, Furman will be the Health System's primary undergraduate partner, providing its faculty and students, as well as those of other colleges in the area, with distinctive opportunities to study and work with healthcare professionals at GHS in both clinical and non-clinical settings.

'''Running for FIRST '''
<div>
The Furman Institute of Running and Scientific Training (FIRST®) seeks to promote running as a healthy physical activity by providing training based on scientific principles. The FIRST® provides scientific and time-proven information on all aspects of becoming a better runner and empowers runners of all ages and abilities to achieve their goals by developing individually tailored training programs. FIRST provides testing for the average to elite runner, believing that increased knowledge of personal fitness parameters facilitates precise development. [[File:FIRST logoblog.jpg]]

 Students join the institute’s researchers in studying the mechanics of running and the physiology of endurance. FIRST inspired the publication of the best-selling Runner’s World book, Run Less, Run Faster, which has led to a series of tools (apps, websites, online e-coaching programs) that connect runners with students / researchers and coaches at the institute.
</div>
'''Corporate & Continuing Education'''

Through the [http://www2.furman.edu/academics/conted/Pages/default.aspx Herring Center for Continuing Education], Furman provides courses, workshops and seminars on industry-relevant topics like information technology, data management and sustainability.

'''Furman University's Summer Institute in IT Management''' was established to bridge the gap between the results of academic research and discovery about how knowledge-based organizations can best achieve their objectives and the practical application of these results within these organizations. Major topics for the Summer Institute include: a disciplined approach to system development and project management; organizational theory; managing change and planning in the face of uncertainty; economics, accounting, finance and marketing for technical managers; fostering creativity and innovation; decision-making; problem-solving; and critical thinking. The objective of the Summer Institute is to help participants synthesize and relate such knowledge for the purpose of forging a successful integration of technical and business cultures within the knowledge-based organization.

Furman's '''Post Graduate Diploma in Corporate Sustainability''' teaches business leaders the tools, techniques and thinking required for a successful green transformation of existing companies. This program discusses problem-sovling, systems thinking, intrapreneurship and sheds light on emergent green technologies.

Furman's '''BEST (Businesses Engaged in a Sustainable Tomorrow)''' program is aimed at helping businesses perform an assessment and identify opportunities to save money in the areas of energy, water usage, waste creation and management. Partnering businesses are provided with a simple, intuitive process that assists them in creating a customized plan for implementation, along with ongoing performance analyses designed to impact their bottom-line.

'''Partners in Sustainability'''  The '''Shi Center for Sustainability''' works with partners from the public, private and social sector to complete research projects and design collaborative solutions that address local and global issues. Partners include the City of Greenville's Green Ribbon Advisory Council, AmeriCorps, Dream Big Greenville, Gardening for Good, the Duke Endowment, Piedmont Natural Gas, Greenville Forward, Lake Conestee Nature Park, United Way, Upstate Forever and the US Endowment for Forestry and Communities, among others.

= University Technology Transfer Function =

As a liberal arts college, Furman has no formal Technology Transfer Function. However, the university does have a number of programs that explore ways to connect university research with industry partners and other institutions.

The [http://www2.furman.edu/academics/integrativeresearch/AboutUs/Pages/default.aspx Office of Integrative Research in the Sciences (OIRS) ]is responsible for developing, managing and assessing programmatic opportunities that cut across Furman’s science disciplines. Created by the Provost’s Office in 2008 and directed by Prof. John Wheeler, OIRS currently includes a full-time staff of three including Dr. Wheeler, Dr. John Kaup (Coordinator of Science Education) and Ms. Sydney Wood (Administrative Assistant). In total, these programs reflect more than $7M in funds supporting student and faculty research, curricular development, and outreach at Furman University. In addition to providing supervision of external programs, OIRS is engaged with both on-campus and off-campus initiatives that enhance research and educational opportunities for Furman faculty, Furman students, professional scientists and the K-12 sector across the Upstate of South Carolina.

= Regional and Local Economic Development Efforts =

Nestled in the foothills of the Blue Ridge Mountains, the Upstate of South Carolina is a region poised for growth. Located between Atlanta and Charlotte on the I-85 business corridor and equidistant between New York and Florida on the East coast, the Greenville area offers access to all major markets in the United States. The Greenville MSA is the most populated region in South Carolina with more than 1,326,073 residents according to the 2010 Census.
 [[File:Greenville.jpg]]
 Thanks to the technological and manufacturing prowess of Michelin, BMW and GE, which all call the area home, Greenville is home to more engineers per capita than any other community in the US. With a pro-business environment, Greenville offers low taxes and attractive incentives to both existing and new businesses. Over the past decade, the Greenville area has attracted more than $6 billion in new business investments and 43,000 new jobs. This growth has allowed for more businesses to be created per capita than any other region in the southeastern United States.  Organizations like Greenville Area Development Corporation and [http://www.upstatescalliance.com/pages/index/homepage Upstate Alliance] markets the region to companies around the world, with a focus on these clusters: bioscience, advanced materials, automotive, aerospace and energy. For companies that are starting up or seeking to grow, regional sources of capital are available through the [http://www.upstateangels.com/about-us/ Upstate Carolina Angel Network (UCAN)], the Chamber of Commerce's [http://crowd-scsbc.missioncrowdfund.com/en venture crowdfunding initiative] and [http://www.scra.org/sclaunch/scl_index.html SC Launch ]- which focuses on applied research and technology. The [[Www.innoventure.com|Innoventure]] conference series and online platform conncets entrepreneurs and innovators with potential collaborators, sources of funding, mentoring and support. These regional collaborators regularly work with Clemson University's International Center for Automotive Research (CU-ICAR) to attract students, companies and research groups that are focused on developing the future of mobility in the Upstate of South Carolina.  

[[File:CUICAR.jpg]] Outside of higher education, incubator and accelerator programs like [[Www.theironyard.com|The Iron Yard]] and the [[Www.nextgreenville.com|NEXT Innovation Center]] connect entrepreneurs with opportunities to recieve support, training and mentorship in the effort to grow their ventures to scale. [http://www.clemson.edu/cbbs/departments/mba/prospective-students/entrepreneurship/index.html Clemson's MBA Program in Entrepreneurship and Innovation] is home to a number of programs that engage small business owners, first time entrepreneurs and seasoned executives through training and support programs. In addition, programs like The Iron Yard's [http://theironyard.com/academy/ Code Academy] and [http://theironyard.com/academy/#kids Coder Dojo] after school program connect people of all ages with training in coding and web development. [[File:NEXT.jpg]] The network of entrepreneurs and innovators in the Upstate connect through co-working spaces like [http://theironyard.com/cowork/ CoWork] and [http://joinopenworks.com OpenWorks], which make space for freelancers and startups to work alongside designers and experienced business gurus. After hours, Greenville's doers and thinkers gather through groups like PULSE Greenville and [[Www.techafterfive.com|Tech After Five]], and regulary attend events like [[Www.tedxgreenville.com|TEDxGreenville]], Grok, the [[Www.makerssummit.com|Makers Summit]] and [[Www.indiecraftparade.com|Indie Craft Parade]]. 

= Entrepreneurship & Innovation Landscape Canvas =

{{#widget:Google Spreadsheet|key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E|width=1300|height=700}}

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Universities]]

School:Furman University

2014-04-05T21:10:33Z

Benjamesriddle:

= Overview =

Located in the foothills of Greenville, South Carolina - Furman University is one of the nation's premier undergraduate liberal arts colleges. At 2600 students, Furman is known for outstanding faculty and student relationships, its approach towards engaged learning, its robust visual and performing arts program and its competitive NCAA Division I athletics. Furman prides itself on its unique academic program, which teaches students how to think critically, how to evaluate and create, and how to see multiple perspectives through the lens of empathy. Built upon these principles, students graduate broadly-educated, well-rounded, prepared for leadership and eager to take on the challenges of a complex world.

[[File:Furman.png|center|Furman.png]]

In an age of constant change, the fields of science, technology, engineering and mathematics are touted as the engines that will drive our nation’s economy forward. Without a foundation in the humanities, this pursuit of innovation lacks depth and does little to foster meaningful progress. Proponents of STEM seek to change the conversation to STEAM – which integrates the liberal arts into the pursuit of innovation.

Indeed, the liberal arts education empowers students with the awareness and empathy to understand how technology is a tool for meeting human needs and solving complex problems in society. In the effort to bridge the gap between science, technology and the humanities, liberal arts universities like Furman play a critical role in the national conversation around innovation and progress, by equipping students with the tools and skillsets needed to create solutions that are meaningful and engaging.

= Student Innovation & Entrepreneurship =

Rather than finding its home in a particular dicipline, emergent entrepreneurs and innovators are scattered throughout Furman's academic departments. From Poverty Studies to Sustainability Science, Furman's student entrepreneurs apply what they're learning on through events and fundraisers, often waiting until after they graduate to launch a company, start a non-profit or join a start-up. '''Cultural Life Program (CLP)''' Furman's '''Cultural Life Program''' stands in the middle of the movement of innovation on campus by regularly connecting students with innovators, entrepreneurs and thought leaders from around the world. The Cultural Life Program (CLP) is designed to encourage students to attend a variety of high quality events that provide enriching, challenging cultural experiences. Collectively, events designated as CLPs engage students in a spectrum of issues, ideas, and artistic expressions from various disciplines and cultures. These events foster a sense of community on campus and help those in attendance see multiple compelling and legitimate views on cultural issues, inspiring a life-long pursuit of intellectual fulfillment and cultural engagement. As a central component of the Furman experience, a typical student will attend 32 CLP events in the four years (8 semesters) they study at Furman. Each student must attend a total number of CLP events equal to four times the number of semesters in which he or she enrolled for courses on the Furman campus.Registration priority for courses is based on class standing as determined by credits earned and CLP events attended. [[File:Furman3.png]] '''Student Ventures:'''

Whether by necessity or by choice, many of Furman's student entrepreneurs wait until after they leave campus to pursue their big ideas. A year after graduating with a degree in Psychology, Furman alum Dan Widenbenner launched '''[http://www.millvillagefarms.org Mill Village Farms]'''- a community farm that's growing food and creating jobs in Greenville's historic mill communities. Similarly, Furman alum Shane Sniteman enrolled in '''[http://theironyard.com/academy/ The Iron Yard Code Academy]''' a year after graduating with a degree in economics. Students like Dan and Shane are both representative of the driven, ambitious and socially-minded students that Furman recruits. If motivated students are starting ventures upon graduating, what might happen if they had access to the tools, classes, networks and spaces to build capacity and start ventures while at Furman? 

'''FUEL Furman:'''

To help fund student projects, start ups and events, the Furman Office of Development launched FUEL Furman - a crowd-funding platform that offers donors the opportunity to fund a smaller project in scope and cost. Each spring, Furman students nominate potential projects for FUEL Furman. Fundraising takes place during a set time frame and donors can watch their dollars immediately impact dollar totals. [http://alumni.furman.edu/fuel-furman Explore] 2014's projects below and find out how your gift, no matter the size, can immediately help Furman students. 

[[File:Furman2.png]] '''Student Organizations: ''' During their time on campus, many students choose to pursue their passions by joining student organizations, leading community projects or participating in Greek Life.  These organizations introduce students to concepts related to entrepreneurship, technology and innovation by hosting various events, cultural life programs and conferences.  The '''Furman Creative Collaborative (FCC) '''is a student-led movement of creativity and innovation that was started by three freshmen in 2012. What began as a critique of student media organizations on campus evolved into a broader discussion about design, creativity and innovation and its role in shaping future of the liberal arts. From connecting students to a global coversation about [http://knight.miami.edu/oncities/ the future of the city ]to hosting talks by creatives like [http://www.artisanalpencilsharpening.com Artisinal Pencil Pusher] David Rees, FCC sparks curiosity among the student body - indirectly planting the seeds of entrepreneurship. In the years to come, FCC plans to host engaging events on storytelling, start-ups and brand-building - along with off the wall speakers and experimental events that remind students to approach life with a playful spirit. Check out this [https://docs.google.com/file/d/0B3xmm5ZC_rfKMlBkblpoNE50Vms/preview PDF] for more insight into how the movement emerged and where it's headed. 

[[File:Tedx.png]]'''[[Www.tedxfurmanu.com| TEDxFurmanU]]''' is an annual student-run TEDx event affiliated with the Furman Creative Collaborative. When the group acquired a license to host its first conference in 2013, organizers invited students, teachers, authors, founders, and creatives to Furman’s campus to discuss the theme of “Redesigning Education.” In March of 2014, the group will host its second annual conference at the Peace Center’s Gunter Theater in downtown Greenville around the theme “Stories: The Common Thread of Our Humanity.”
<div>The [http://www2.furman.edu/studentlife/leadership/ShuckerLeadershipInstitute/Pages/default.aspx Shucker Leadership Institute ]at Furman is a comprehensive program designed to foster change in students and the greater Greenville community. A Shucker Fellow engages in a four year experience and gains an understanding of personal strengths as a leader, practices collaborative leadership and learns how to be a catalyst for change. Each year, 25 candidates are chosen to become New Fellows in the Shucker Leadership Institute. SLI's guided process is intended to enhance the college experience and prepare an individual for a lifetime of meaningful leadership and service in any field.</div><div> The '''Furman Robotics Team''' is a student-run organization that connects people with an interest in robotics and electronics to collaborate on small projects - both for fun and those that are entered in regional and national competitions. Every new member is taught basic electronics and programming skills and is assigned to a group of 3-5 people working on a shared project. Group president Evdokiya Kostadinova shares, "No previous experience is needed, just pure enthusiasm." </div><div> </div><div>In 1988, Furman's Board of Trustees transferred $100,000 to form '''The Investment Club''' from the school’s endowment. Since then, the club's members have used that balance to identify investment strategies, purchase stocks and gain experience in the world of finance. The group also hosts events with Greenville's business leaders. The club currently meets twice a month to learn about investment topics and study its portfolio. '''The StudioLab,''' a branch of the Center for Teaching and Learning (CTL), offers Furman students, faculty and staff access to cutting-edge technology. Student consultants provide one-on-one assistance in learning to use all forms of technology, including assistance with writing. We offer both assistance with collaborative digital projects and one-on-one writing consultations. The mission of the Writing & Media is to facilitate the effective use of communication technologies at Furman and initiate learning experiences through collaboration.  The '''Environmental Action Group (EAG)'''''' i'''s the campus go-to group for environmental and sustainable movements on campus. They aim to educate the campus on how to live in an eco-friendly way, while doing service projects and hosting events that support their philosophy. Efforts include demonstrations of sustainable technologies, discussions around social entrepreneurship and explorations of sustainable solutions for issues of waste, transportation, climate change and energy.  </div><div> [[File:Furman5.png]] In the Art Department, Furman's '''Fine Arts Entrepreneurship Society (FAES)''' fosters interest and growth in visual studies by demonstrating the value of the arts through entrepreneurial activities. The organization accomplishes this through events, social activities, field trips, workshops, and lectures with artists, designers and entrepreneurs. Speakers have included world-renowned surf artist [http://drewbrophy.com Drew Brophy], who hosted a workshop and lecture students on how to build a carreer around making what matters to them.  FU Art is also home to '''[[Www.createathon.org|CreateAthon]]''' on Campus: a 24 Hour pro bono design and branding blitz for social good. This annual event brings students from across campus together with mentors and designers that build brands and movements for Fortune 500 companies, social ventures and start-ups alike. CreateAthon is planned in partnership with local non profits - who are the client for the project. In addition, students work with faculty and mentors from word-of-mouth marketing firm Brains on Fire and the national CreateAthon movement to bring ideas to life. Above all, Furman students are known for their passion, enthusiasm and willingness to do things differently to have fun. From floating a giant swan made out of plastic bottles on the lake to shed light on consumption habits to planning a giant flashmob with the president in downtown Greenville, the student body isn't afraid to do things differently. It's time to harness this energy and enthusiasm and channel it through entrepreneurship and innovation, which will equip students with the tools and skill sets needed to create new solutions for the world's most pressing problems. </div>
= Faculty Innovation and Entrepreneurship =

At Furman, small classes and authentic faculty-student relationships are what sets the school apart from other colleges that are similar in size. This dynamic interaction allows faculty to have a keen sense of what students are interested in, and model their course content accordingly.

'''Sowing Seeds of Entrepreneurship'''

While Furman does not have a program in entrepreneurship or a particular area of study that focuses on innovation and technology, Furman faculty do explore these concepts through their teaching, coursework and research. Courses such as 411 Entrepreneurship and New Venture Development, 230 Problem Solving and Decision Making for Management and 312 Sustainable Corporation introduce students to the importance of innovation and entrepreneurship through the Business Department. Other disciplines introduce the concepts through courses like 433 Introduction to Embedded Systems in Physics and 271 Morals, Law and Society in a Digital Age in Computer Science, which invite students to dig deeper into the topics through personal research.

[[File:Furman4.png]]

'''Curricular Innovation'''

The [http://www2.furman.edu/academics/mayx/Pages/default.aspx May Experience] is an optional three-week term following spring commencement that encourages faculty to create innovative and intensive academic experiences. Successful completion of May Experience courses will yield two credits. While May Experience courses do not meet General Education Requirements, they can carry concentration credit or be an elective in a major. With its flexible guidelines, the May Experience block allows faculty to create courses like ''Design for Social Change''. This interdisciplinary course brought faculty from the Art and Sociology departments together with students from diverse academic backgrounds to engage local residents in community-based problem solving. Upon completion, students worked with residents to develop a concept for a bakery and maker space that will bring new jobs and opportunities to a neighborhood near the University.

'''Engaging Research'''

Through collaborative research projects, faculty and students often work together to explore shared interests in fields across the university. Through a faculty-student research project organized by S[http://furmangreenscene.wordpress.com/2013/03/19/agua-del-pueblo-sustainable-water-project/ ustainability Science professor Bruce Clemmens], Furman students travel to a small village in Guatemala to examine how access to clean water impacts a small community. Furman students work with medical students, a Catholic mission and a non-profit organization founded by Dr. Clemens to study how access to this water has improved the village's public health system and stimulated economic growth. Several students have published papers based on their research. Along with gaining valuable research experience, students can earn academic credit by participating in a May Experience course. The research is supported by annual fundraisers held on Furman's campus.

[[File:Shi Center.jpg]]

In addition to individual research projects, Furman is home to centers and institutes like the '''[http://www2.furman.edu/academics/shicenter/Pages/default.aspx Shi Center for Sustainability], '''which serves as a hub where educators, students and community leaders work together to explore the complex issues of sustainability. Through their efforts, the Shi Center staff, student fellows and faculty collaborators partner on community projects and generate solutions that can be modeled across the globe. '''Need for Incentives'''

While many faculty are interested in creating new courses and programs that explore entrepreneurship and innovation, they are limited by current curricular requirements, departmental objectives and individual responsibilities. Apart from creating new opportunities for students, few incentives are provided at Furman to promote innovation and entrepreneurship among the faculty. While faculty pursue research and dedicate their time to creating compelling classroom experiences, few have the time, resources or bandwitdth to explore new material or launch their own entrepreneurial ventures. One approach favored by many faculty members is a tiered system that would allow for more flexibility in course scheduling and provide incentives through pay commpensation, grants and awards. 

= University-Industry Collaboration =

'''Furman Advantage Internships'''

The '''Furman Office of Internships''' connects students with industry partners through engaged learning experiences. The Office offers fellowships, travel stiepends and funded internship opportunities for students in any field - from STEM related research projects to internships with international social justice organizations. In addition, the University's unique '''Furman Advantage''' program is designed to acknowledge and support students who pursue interesting and challenging educational opportunities beyond the classroom during the summer.

[[File:Furman internship.jpg]]
<div>
Through workshops, connections programs, online resources and personal advising, the Furman Office of Internships works with students to create opportunities to pursue their interests and apply what they learn in the classroom. By working with industry partners, community organizations, faculty, alumni, parents and friends of the University, the Office of Internships matches students with career paths in any field. Throughout the year, students are connected with members of the Furman Internship network through events that are planned to give advice and provide a link to internship opportunities.
</div>
'''GHS Research & Development Corporation'''

Through a cross-instutitional partnership with Clemson Univeristy and the University of South Carolina, Furman University has entered into new academic partnership with the Greenville Health System (GHS) that will allow for the creation of innovative programs for undergraduate students interested in health-related careers. This partnership will provide students with an array of hands-on experiences at one of the Southeast’s largest health systems. As part of the agreement, Furman will be the Health System's primary undergraduate partner, providing its faculty and students, as well as those of other colleges in the area, with distinctive opportunities to study and work with healthcare professionals at GHS in both clinical and non-clinical settings.

'''Running for FIRST '''
<div>
The Furman Institute of Running and Scientific Training (FIRST®) seeks to promote running as a healthy physical activity by providing training based on scientific principles. The FIRST® provides scientific and time-proven information on all aspects of becoming a better runner and empowers runners of all ages and abilities to achieve their goals by developing individually tailored training programs. FIRST provides testing for the average to elite runner, believing that increased knowledge of personal fitness parameters facilitates precise development. [[File:FIRST logoblog.jpg]]

 Students join the institute’s researchers in studying the mechanics of running and the physiology of endurance. FIRST inspired the publication of the best-selling Runner’s World book, Run Less, Run Faster, which has led to a series of tools (apps, websites, online e-coaching programs) that connect runners with students / researchers and coaches at the institute.
</div>
'''Corporate & Continuing Education'''

Through the [http://www2.furman.edu/academics/conted/Pages/default.aspx Herring Center for Continuing Education], Furman provides courses, workshops and seminars on industry-relevant topics like information technology, data management and sustainability.

'''Furman University's Summer Institute in IT Management''' was established to bridge the gap between the results of academic research and discovery about how knowledge-based organizations can best achieve their objectives and the practical application of these results within these organizations. Major topics for the Summer Institute include: a disciplined approach to system development and project management; organizational theory; managing change and planning in the face of uncertainty; economics, accounting, finance and marketing for technical managers; fostering creativity and innovation; decision-making; problem-solving; and critical thinking. The objective of the Summer Institute is to help participants synthesize and relate such knowledge for the purpose of forging a successful integration of technical and business cultures within the knowledge-based organization.

Furman's '''Post Graduate Diploma in Corporate Sustainability''' teaches business leaders the tools, techniques and thinking required for a successful green transformation of existing companies. This program discusses problem-sovling, systems thinking, intrapreneurship and sheds light on emergent green technologies.

Furman's '''BEST (Businesses Engaged in a Sustainable Tomorrow)''' program is aimed at helping businesses perform an assessment and identify opportunities to save money in the areas of energy, water usage, waste creation and management. Partnering businesses are provided with a simple, intuitive process that assists them in creating a customized plan for implementation, along with ongoing performance analyses designed to impact their bottom-line.

'''Partners in Sustainability'''  The '''Shi Center for Sustainability''' works with partners from the public, private and social sector to complete research projects and design collaborative solutions that address local and global issues. Partners include the City of Greenville's Green Ribbon Advisory Council, AmeriCorps, Dream Big Greenville, Gardening for Good, the Duke Endowment, Piedmont Natural Gas, Greenville Forward, Lake Conestee Nature Park, United Way, Upstate Forever and the US Endowment for Forestry and Communities, among others.

= University Technology Transfer Function =

As a liberal arts college, Furman has no formal Technology Transfer Function. However, the university does have a number of programs that explore ways to connect university research with industry partners and other institutions.

The [http://www2.furman.edu/academics/integrativeresearch/AboutUs/Pages/default.aspx Office of Integrative Research in the Sciences (OIRS) ]is responsible for developing, managing and assessing programmatic opportunities that cut across Furman’s science disciplines. Created by the Provost’s Office in 2008 and directed by Prof. John Wheeler, OIRS currently includes a full-time staff of three including Dr. Wheeler, Dr. John Kaup (Coordinator of Science Education) and Ms. Sydney Wood (Administrative Assistant). In total, these programs reflect more than $7M in funds supporting student and faculty research, curricular development, and outreach at Furman University. In addition to providing supervision of external programs, OIRS is engaged with both on-campus and off-campus initiatives that enhance research and educational opportunities for Furman faculty, Furman students, professional scientists and the K-12 sector across the Upstate of South Carolina.

= Regional and Local Economic Development Efforts =

Nestled in the foothills of the Blue Ridge Mountains, the Upstate of South Carolina is a region poised for growth. Located between Atlanta and Charlotte on the I-85 business corridor and equidistant between New York and Florida on the East coast, the Greenville area offers access to all major markets in the United States. The Greenville MSA is the most populated region in South Carolina with more than 1,326,073 residents according to the 2010 Census.
 [[File:Greenville.jpg]]
 Thanks to the technological and manufacturing prowess of Michelin, BMW and GE, which all call the area home, Greenville is home to more engineers per capita than any other community in the US. With a pro-business environment, Greenville offers low taxes and attractive incentives to both existing and new businesses. Over the past decade, the Greenville area has attracted more than $6 billion in new business investments and 43,000 new jobs. This growth has allowed for more businesses to be created per capita than any other region in the southeastern United States.  Organizations like Greenville Area Development Corporation and [http://www.upstatescalliance.com/pages/index/homepage Upstate Alliance] markets the region to companies around the world, with a focus on these clusters: bioscience, advanced materials, automotive, aerospace and energy. For companies that are starting up or seeking to grow, regional sources of capital are available through the [http://www.upstateangels.com/about-us/ Upstate Carolina Angel Network (UCAN)], the Chamber of Commerce's [http://crowd-scsbc.missioncrowdfund.com/en venture crowdfunding initiative] and [http://www.scra.org/sclaunch/scl_index.html SC Launch ]- which focuses on applied research and technology. The [[Www.innoventure.com|Innoventure]] conference series and online platform conncets entrepreneurs and innovators with potential collaborators, sources of funding, mentoring and support. These regional collaborators regularly work with Clemson University's International Center for Automotive Research (CU-ICAR) to attract students, companies and research groups that are focused on developing the future of mobility in the Upstate of South Carolina.  

[[File:CUICAR.jpg]] Outside of higher education, incubator and accelerator programs like [[Www.theironyard.com|The Iron Yard]] and the [[Www.nextgreenville.com|NEXT Innovation Center]] connect entrepreneurs with opportunities to recieve support, training and mentorship in the effort to grow their ventures to scale. [http://www.clemson.edu/cbbs/departments/mba/prospective-students/entrepreneurship/index.html Clemson's MBA Program in Entrepreneurship and Innovation] is home to a number of programs that engage small business owners, first time entrepreneurs and seasoned executives through training and support programs. In addition, programs like The Iron Yard's [http://theironyard.com/academy/ Code Academy] and [http://theironyard.com/academy/#kids Coder Dojo] after school program connect people of all ages with training in coding and web development. [[File:NEXT.jpg]] The network of entrepreneurs and innovators in the Upstate connect through co-working spaces like [http://theironyard.com/cowork/ CoWork] and [http://joinopenworks.com OpenWorks], which make space for freelancers and startups to work alongside designers and experienced business gurus. After hours, Greenville's doers and thinkers gather through groups like PULSE Greenville and [[Www.techafterfive.com|Tech After Five]], and regulary attend events like [[Www.tedxgreenville.com|TEDxGreenville]], Grok, the [[Www.makerssummit.com|Makers Summit]] and [[Www.indiecraftparade.com|Indie Craft Parade]]. 

= Landscape Canvas =

{{#widget:Google Spreadsheet|key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E|width=1300|height=700}}

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

[[Category:Universities]]

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T21:09:45Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T21:09:30Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

[http://universityinnovation.org/wiki/Ben_Riddle Furman University Innovation Fellow]

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T21:06:05Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T21:05:12Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

=== [http://universityinnovation.org/wiki/Furman_University Furman University Campus Wiki] ===

=== [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=0 Furman Innovation & Entrepreneurship Landscape Canvas] ===

=== [http://www2.furman.edu/Pages/default.aspx Furman University Website] ===

=== [http://www.tedxfurmanu.com TEDxFurmanU] ===

= [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=3 Furman University Landscape Canvas] =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T21:02:32Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]]

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

= [https://docs.google.com/spreadsheet/ccc?key=0Anxmm5ZC_rfKdF9ZMzJ2aTN5QzN3X3Y3emZ4aTBXQ0E&usp=drive_web#gid=3 Furman University Landscape Canvas] =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:56:45Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Furman-old-campus-4.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]] 

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

File:Furman-old-campus-4.jpg

2014-04-05T20:56:12Z

Benjamesriddle:

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:54:34Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

[[File:Herring Center.jpg]]

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]] 

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

File:Furman University - old campus, Greenville, South Carolina.jpg

2014-04-05T20:53:48Z

Benjamesriddle:

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:52:43Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

[[File:Furman5.png]] 

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:52:22Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.
[[File:Furman5.png]] ===
 ===

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:51:42Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation, creativity and entrepreneurship into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

[[File:Furman4.png]]

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:50:59Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.
[[File:Furman4.png]] ===

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:50:16Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

[[File:Furman2.png]]

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?'''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:49:47Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==
In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.
== [[File:Furman2.png]] ==

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses?''''' 

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:49:15Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

== [[File:Furman2.png]] ==

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:48:19Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:48:01Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''
[[File:Furman3.png]]

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:47:33Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

''[[File:Furman.png]]''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:47:04Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has equipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creativity and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:46:25Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:46:11Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that introduce them to innovation, entrepreneurship and creative practice. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students to apply what they are learning through experiences that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentioned that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business departments are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned that a network of peer collaborators was desired, along with access to capital, alumni mentors and dedicated time and space for venture development. Others mentioned that they would like see a student incubator, a student venture fund and start-up training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would be interested in developing a professional development program to equip faculty with strategies, tools and curricular resources for course integration. With this said, faculty and staff have mentioned that the currrent structure of the semseter leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:41:04Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that match them with startups and mature companies across sectors allow them to explore their interests in entrepreneurship, design, innovation and technology. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students apply what they are learning through experiential courses that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentiond that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business department are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned all mentioned that a network of peer collaborators was desired, along with access to working capital, alumni mentors, community partners and dedicated time and space for venture development. Others mentioned that they would like see a start-up incubator, a student venture fund and training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would like to work towards the creation of a faculty professional development program to equip professors with strategies, tools and curricular resources for course integration. With this said, faculty and staff alike mentioned that the currrent structure of teaching community leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III) Social Entrepreneurship & Innovatoin IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:40:18Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that match them with startups and mature companies across sectors allow them to explore their interests in entrepreneurship, design, innovation and technology. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students apply what they are learning through experiential courses that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentiond that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business department are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned all mentioned that a network of peer collaborators was desired, along with access to working capital, alumni mentors, community partners and dedicated time and space for venture development. Others mentioned that they would like see a start-up incubator, a student venture fund and training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would like to work towards the creation of a faculty professional development program to equip professors with strategies, tools and curricular resources for course integration. With this said, faculty and staff alike mentioned that the currrent structure of teaching community leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III)  Social Entrepreneurship IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

=== Space & Place: ===

'''I) Flexible Learning Space''' Flexible classroom space with an open floor-plan. Includes movable high tables, stools, rolling whiteboards and a seminar style focal seating area. Space to accommodate 40-50 people for classes and group meetings. '''II) Active Classroom''' A classroom with an open floor-plan, movable wall panels (T-walls) white board walls and flexible seating. This space can be rented out for events. '''III) Maker Space''' An accessible space furnished with flexible furniture, workbenches, tools, supplies and prototyping materials. '''IV) Incubator Space ''' Free incubator space for student social entrepreneurs, recent Furman graduates or Furman business students that are starting businesses that are related to the focus areas of the institute

'''V) Collaboration Lab''' Meeting space for 10-12 people with flexible furniture in a glass-enclosed room 

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:35:35Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that match them with startups and mature companies across sectors allow them to explore their interests in entrepreneurship, design, innovation and technology. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students apply what they are learning through experiential courses that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentiond that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business department are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned all mentioned that a network of peer collaborators was desired, along with access to working capital, alumni mentors, community partners and dedicated time and space for venture development. Others mentioned that they would like see a start-up incubator, a student venture fund and training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would like to work towards the creation of a faculty professional development program to equip professors with strategies, tools and curricular resources for course integration. With this said, faculty and staff alike mentioned that the currrent structure of teaching community leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III)  Social Entrepreneurship IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Connect faculty, students, administrators, alumni and trustees to build a case for the development of the Engage*d Institute - an on-campus hub for cross-diciplanary courses, design thinking workshops, professional development programs, a social venture incubator and collaboration space.

'''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) K-12 Educator Training

II) Executive Training

III) Student Consulting

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:32:23Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that match them with startups and mature companies across sectors allow them to explore their interests in entrepreneurship, design, innovation and technology. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students apply what they are learning through experiential courses that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentiond that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business department are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned all mentioned that a network of peer collaborators was desired, along with access to working capital, alumni mentors, community partners and dedicated time and space for venture development. Others mentioned that they would like see a start-up incubator, a student venture fund and training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would like to work towards the creation of a faculty professional development program to equip professors with strategies, tools and curricular resources for course integration. With this said, faculty and staff alike mentioned that the currrent structure of teaching community leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III)  Social Entrepreneurship IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Build a case for the development of Engage*d Institute on campus, which is home to Furman design thinking courses, professional development programs, a social entrepreneurship incubator, a community café and collaboration spaces. '''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) Educator Training

II) Executive Training

III) Student Consulting

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:32:08Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that match them with startups and mature companies across sectors allow them to explore their interests in entrepreneurship, design, innovation and technology. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students apply what they are learning through experiential courses that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentiond that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business department are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned all mentioned that a network of peer collaborators was desired, along with access to working capital, alumni mentors, community partners and dedicated time and space for venture development. Others mentioned that they would like see a start-up incubator, a student venture fund and training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would like to work towards the creation of a faculty professional development program to equip professors with strategies, tools and curricular resources for course integration. With this said, faculty and staff alike mentioned that the currrent structure of teaching community leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision: ===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through classes and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education experience in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III)  Social Entrepreneurship IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Build a case for the development of Engage*d Institute on campus, which is home to Furman design thinking courses, professional development programs, a social entrepreneurship incubator, a community café and collaboration spaces. '''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) Educator Training

II) Executive Training

III) Student Consulting

= Related Links =

Organization:Furman on FIRE - Fueling Innovation Research & Entrepreneurship

2014-04-05T20:30:45Z

Benjamesriddle:

= Furman on FIRE =

''Fueling Innovation, Creative Research and Entrepreneurship at Furman - a leading liberal arts University. ''

Since its founding in 1826, Furman has quipped doers, thinkers and creatives with tools to understand the past, know the present and work towards the development of a better future. Inspired by this rich tradition, how might we fuel a movement of innovation, creative research and entrepreneurship that links the liberal arts and humanities with the sciences to create sustainable solutions for the grand challenges of our times?

= A History of Engaged Learning =

In 1937, Furman University President Bennette Geer partnered with John D. Rockefeller’s General Educational Board to bring a new form of lifelong learning to the Southeast through the Greenville County Council for Community Development (GCCCD). Inspired by the work of a Columbia University doctoral student, Geer led the university to develop an experimental design for community-centered improvement program that married town and gown in a whole new way. The vision for this initiative was steered by a coalition of faculty and students from Furman’s Sociology, Political Science, and Education Departments and a 24-person “County Council,” that included governmental officials, presidents of service organizations and educational leaders. During this period of Furman's history, teachers used innovative teaching methods that crossed institutional, racial and socioeconomic boundaries to put theory into practice. A course taught on farm mechanics built flues for houses in low-income communities. Agriculture classes visited Clemson University’s model farm and learned to build “hog homes". Other community-based projects included surveys of mill village hygienic facilities and conditions at rural black schools, support for community-wide vaccinations, improved health services, food preservation and lifelong learning (Bainbridge, 2010).

While halted during World War II, it was re-started in 1946 under Greenville City Schools and the Adult Education Division of the State Department of Education. Today, Furman still stands strong as a center for engaged research, creative problem solving and lifelong learning through the efforts of the Herring Center for Continuing Education, the Riley Institute, the Shi Center for Sustainability and a host of other faculty and student-led initiatives.

= Inspiration for a Movement =

In light of Furman's historical commitment to engaged learning, members of the university community are coming together in new ways to imagine a future where creativity, innovation and entrepreneurship are more than words on a page. Furman's strong focus on undergraduate research, faculty-student relationships and community engagement sets precedence for a movement of thought and action that brings together the disciplines to create experiences that equip students of all ages with the tools for solving the grand challenges of our times. Through this movement, Furman will stand firm its identity as a leading liberal arts institution and give new meaning to engaged learning.

= Ecosystem of Assets & Opportunities =

When looking towards the existing ecosytem of assets on campus, Furman has a number of existing initiatves that foster innovation and creativity across campus - setting it apart from others that are similar in size. Courses like Entrepreneurship and New Venture Development, Graphic Design, Advertising Design and Design for Social Change lead to the development of venture concepts that are incubator-ready – and in some cases – ready to launch. Faculty-Student research and co-curricular projects stemming from the Shi Center for Sustainability have led to the development of social ventures like the [http://www2.furman.edu/sites/sustainability/CommunityOutreach/Pages/CommunityConservationCorps.aspx Community Conservation Corps], [http://www.millvillagefarms.org Mill Village Farms]: a network of urban farms that equip underserved youth with farming and entrepreneurial skills, and [http://www.millvillagefarms.org/good-to-go-greenville/ Good to Go Greenville]: a mobile market that provides access to fresh produce in food deserts across the county.

Through the [http://www2.furman.edu/sites/internship/FURMANADVANTAGE/Pages/default.aspx Furman Advantage ]program, many sophomores, juniors and seniors are engaging in internships that match them with startups and mature companies across sectors allow them to explore their interests in entrepreneurship, design, innovation and technology. In addition, student organizations like [https://www.facebook.com/furmancreative Furman Creative Collaborative] are planting seeds for a movement of entrepreneurship, innovation and creativity on campus by hosting design thinking workshops and planning events like TEDxFurmanU and 3 Day Startup.

 With this said, the infrastructure for Furman's innovation ecosystem leaves plenty of opportunities for growth and development. Few intiatives on campus allow students apply what they are learning through experiential courses that lead to tangible outcomes. In addition, there are no central places on campus for students to access tools, training and support needed to develop new ventures, projects and organizations that make real-world impact. 

While assessing the innovation ecosystem on campus, students pointed towards peers that were creating apps, launching social ventures and starting companies in their dorm rooms. When asked to comment on the entrepreneurial community on campus, these students mentiond that they aren’t surrounded with peers and mentors that can nurture their ideas and grow them to scale. At the same time, students in the art and business department are creating venture concepts for class that are viable and compelling, but need further development. Since students have no place to take their projects after the class ends, many plateau or are terminated due to lack of time, committment and support.  These students mentioned all mentioned that a network of peer collaborators was desired, along with access to working capital, alumni mentors, community partners and dedicated time and space for venture development. Others mentioned that they would like see a start-up incubator, a student venture fund and training programs take root on campus in the years ahead.

At the curricular level, faculty from Earth and Environmental Science, Philosophy, Art, Business and Sustainability Science all expressed interest in integrating concepts related to creativity, innovation and entrepreneurship into their existing courses. Several of these faculty have expressed interest in creating team-taught courses that bring students from different disciplines together to solve real-world problems. In addition, staff members at the Center for Teaching and Learning and the Shi Center for Sustainability mentioned that they would like to work towards the creation of a faculty professional development program to equip professors with strategies, tools and curricular resources for course integration. With this said, faculty and staff alike mentioned that the currrent structure of teaching community leaves them with little time, energy and resouorces to devote to efforts like this. 

= A Strategy for Collective Impact =

In order to bring these ideas to life and redefine the liberal arts at Furman, a three-fold strategy will be employed.

'''1) Grassroots Movement''': a grassroots movement will be developed to spur interest on campus and equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of university activity. This movement will be facilitated by the University Innovation Fellow and the Fire Circle: an inclusive coalition of faculty, staff and students.

'''2) Strategic Vision''': a Strategic Project on Innovation and Creativity will be created by the coalition to set an agenda for creativity and innovation on campus and guide future activity. The University Innovation Fellow will work on a yearly basis to convene the group and facilitate the implementation of the vision in partnership with faculty sponsors, trustee partners and the University Innovation Fellowship network.

'''3) Place-Based Innovation''': In order to equip students and faculty will the tools, skillets and resources outlined in the vision, the coalition will work towards the development of an Institute for Design Thinking and Social Innovation that serves as a central hub for creativity, innovation and entrepreneurship on campus. This Institute will house a student venture incubator, an accessible maker space and flexible classrooms for team-taught design thinking courses, professional development workshops and lifelong learning programs.

= Strategy #1: Sparking a Grassroots Movement =

== Tactic #1: Furman on FIRE ==

In order to ensure that the movement is sustainable and inclusive, a three-tiered network will be created to equip all members of the university community with the tools for introducing creativity, entrepreneurship and innovation at all levels of campus activity.

'''1) Fire Circle:''' This group stewards the vision for innovation, creativity and entrepreneurship on campus by creating the Strategic Project plan and keeping track of activity in each focus area. The Fire Circle is comprised of student leaders, faculty sponsors, academic deans, alumni and trustees that are interested in fostering innovation activity on campus. Each member of the Fire Circle is responsible for championing a particular focus area and recruiting Fire Starters to generate interest through established networks on campus. This group functions as the "brain trust" for the movement.

'''2) Fire Starters: '''This group of students and faculty work together to plan events and activities in each focus area to spread the vision across campus. As word-of-mouth marketing agents, Fire Starters spark interest among friends and connect their peers with opportunities to engage in each focus area. These are the "first followers" of the movement.

'''3) Fire Sparks: '''This group includes all members of the Furman community - students, faculty, staff or alumni – that that engage in the movement of innovation, creativity and entrepreneurship. Fire Sparks pursue their passions by taking experiential courses, engaging in community service, pursuing innovative research, starting creative projects or taking action on their ideas through entrepreneurship.

'''Empowering Agency: '''In order to ensure that the movement spreads across the campus community, all students and faculty involved work towards the development of opportunities that empower students to

'''A) Find their Spark:''' the passions, interests, visions and hopes for the future that lead them to make their mark in the world. '''B) Develop their Skills:''' the unique talents, gifts and creative capacities that set them apart and make them an asset to any team. '''C) Build a Network''': the relationships with peers, mentors and community members that lead to new insights and opportunities.

== Tactic #2: Working from the Grassroots to the Treetops ==

''In order to ensure that the movement gains traction, the Fire Circle will focus their efforts on initiatives that take place at every level of university activity - from the "grassroots" to the "treetops".''

'''Grassroots'''

'''Fire Circle Meetings''' - gathering students, faculty and staff that are working behind the scenes to further the movement. '''Events, Conferences & Workshops''' - student-organized events, faculty-sponsored conferences and skill-building workshops that introduce innovation, creativity and entrepreneurship to the campus community.  '''Classes & Programs''' - living-learning communities, cross-diciplanary courses, creative problem-solving workshops and continuing education courses that create space for students of all ages to aquire skills that foster creativity, innovation and entrepreneurship through credit-bearing, certificate and informal courses.  '''Community Partnerships''' - collaboration with community partners to create new internships, fellowships and co-op experiences that foster creativity, innovation and entrepreneurship across the university community. '''Structural Changes''' - creation of new governance structures that create space for faculty innovation and and an endowed institute to ensure the sustainabilty of the movement of creativity and innovation on campus. 

'''Cross Institutional Collaboration''' - strategic partnership with universities across the state and around the nation to spread entrepreneurship, innovation and creative-problem solving to every corner of the region - from the chambers of the statehouse to small towns across the state.

'''Treetops'''

== Tactic #3: Building a Portfolio of Small Bets ==

Rather than planning an entire project or starting with a big idea, entrepreneur and author Peter Sims argues that organizations should create a set of small experiments that are designed to inform larger goals. According to Sims, " a little bet is a low-risk action taken to discover, develop, and test an idea. So, for instance, Chris Rock develops new comedy routines by making little bets with small audiences, while Amazon’s CEO Jeff Bezos makes small bets to identify opportunities in new markets. Little bets are at the center of an approach to get to the right idea… without getting stymied by perfectionism, risk-aversion, or excessive planning."

In order to make progress on expanding the entrepreneurship and innovation ecosystem at Furman, a portfolio of small bets should be created in order to test assumptions and inform next steps in a way that makes use of existing assets and resources. Such small bets could include:

=== '''1) New Post Graduate Fellowships and Internships: ''' ===

'''''How might we build upon the Furman Advantage Program to create new opportunities for students to explore entrepreneurship and innovation through internships and post-graduate fellowships?'''''

- Tinderbox: In partnership with Brains on Fire & CreateAthon, this student-run branding agency could partner with local organizations to complete pro-bono design projects and consult non-profit clients on current communications, fundraising and word-of-mouth marketing strategies. By working through the Art Department and the Office of Internships, Tinderbox could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- The Forge: In partnership with the Center for Teaching and Learning's Studio Lab (CTL), ITS and the Robotics Club, this campus maker space and tech studio could create opportunities for students to connect with faculty and community partners around shared interests in maker culture, computer science, technology and design. The Forge could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- FutureLab: In partnership with the Shi Center for Sustainability and the Riley Institute, this student-run service design group could work with public sector organizations and service providers to understand complex problems, visualize systems and develop real-world solutions for critical local issues. FutureLab could feature semester and yearlong internships, summer fellowships and other engaged learning opportunities.

- POP Studio: In partnership with Arthaus Greenville and the Furman Art Department, this student-run design studio could partner with local communities to create community-based art and mural projects, facilitate creative problem solving and create pop-up events that spur grassroots economic development. POP Studio could features year-long internships, summer fellowships, extracurricular and co-curricular opportunities

=== '''2) Engaging Student Organizations:''' ===

'''''How might student organizations integrate entrepreneurship, design and creativity into their events and activities in order to spread the movement through existing student networks?'''''

Furman Creative Collaborative''':''' this student-run studio led by the Furman Creative Collaborative equips students from across campus with tools, space and a community of support to bring ideas to life. In the years ahead, FCC satellite groups will include TEDxFurmanU, Fine Arts Entrepreneurial Society, POP Studio, WPLS Radio, Startup @ Furman, Design for America and others.

=== '''3) New Living-Learning Communities: ''' ===

'''''How might we build upon the Engaged Living program to create new living-learning communities that creates space for students to explore creativity, entrepreneurship and innovation outside of classes and clubs?'''''

- Engaged Living by Design: This signature freshman experience could include two seminars (design thinking and creativity, social entrepreneurship for public good) one class (computer science, poverty studies, urban sociology, sustainability science, business), co-curricular (student projects on campus) and extra-curricular (FCC, DFA, etc.) opportunities.

- The Hub @ FU: This signature upperclassman living experience creates space for juniors and seniors interested in entrepreneurship, computer science and graphic design to live in a startup-themed living-learning community in the North Village Apartments. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Business, Art, Computer Science).

- The Greenbelt @ Furman Lake: This signature engaged living experience creates space for sophomores, juniors and seniors interested in sustainability, technology, social entrepreneurship and design to live in a sustainability-themed living-learning community on Furman Lake. This community could feature co-curricular (student projects on campus) and extra-curricular opportunities linked to relevant coursework (Sustainability, Art, Business, Earth & Environmental Science, etc.).

- Community House : This signature engaged living experience creates opportunities for juniors and seniors in Furman's Poverty Studies program to live in a community house on the Poinsett Corridor that focuses on social innovation, community development and grassroots leadership. This could include after-hours seminars, related courses (Poverty Studies, Economics, Business, Art, Sociology, Sustainability Science, etc.), co-curricular (student projects on campus) and extra-curricular opportunities.

=== '''4) Strengthened Partnerships with Greenville''': ===

'''''How might we connect with partners across the region to bring the conversation around innovation and entrepreneurship to campus?'''''

The Iron Yard & NEXT Innovation Center: In semesters ahead, Furman could partner with the Iron Yard to create new events and opportunities that introduce faculty and students to the accelerator's startup culture. In addition, the NEXT Innovation Center could offer exciting opportunities for Furman students to apply what they’re learning in real time by working through internships and fellowships.

Clemson MBA Program: How might we connect undergraduate students at Furman with graduate students in Clemson’s MBA program through projects and events hosted on campus and in downtown Greenville? These events could be framed around solving community problems and designing real-world solutions that make an impact.

=== '''5) Faculty-Student Learning Communities: ''' ===

'''''How might we create space for faculty and students to explore emergent trends in entrepreneurship, innovation, creativity and technology through open learning communities and online courses? '''''

===  6) Engaging May Experience Programs ===

'''''How might we wencourage faculty to create May Experience courses that introduce innovation, entrepreneurship and design thinking to students across disciplines?'''''

===  7) Expanded ICP - Individual Curriculum Program ===

'''''How might we build upon the interdisciplinary curriculum program to allow more students to create their own course of study that ends in a senior capstone experience that integrates creative problem solving, entrepreneurship, innovation or research that leads to / supports technological innovation?'''''

Beginning sophomore year, students begin to explore their interests and craft their disciplinary pursuits into a ICP proposal. As a component of this proposal, students will choose an area of focus where they will identify a problem or opportunity and design a meaningful solution. Junior and senior years, students will be equipped with tools and skillsets to create their solution through courses that explore opportunity assessment and project management, foundations of entrepreneurship, start-up finance, business model canvasing, product development, management and investment strategies. At the end of the senior year, students will test and refine their solution, ending the year with a pitch to fellow ICP participants, community members, entrepreneurs from the community and potential investors. 

= Strategy #2: Strategic Project on Innovation & Creativity =

'''How might we infuse innovation and creativity into the engaged learning experience at Furman?'''

This strategic project will be created and shepherded by a coalition of partners from across the university (Fire Circle). Below, seven dimensions are outlined to serve as benchmarks for embedding creativity, entrepreneurship, design and innovation into the existing institutional infrastructure through a series of programs, projects and experiences.

=== '''1) Engaged Teaching & Learning''' ===

- Offer a variety of high quality courses that build the creative capacities of students. Courses might explore design thinking, human centered design, creative problem solving, design for sustainability, design for social sustainability, policy design, service design, design for extreme affordability, negotiation and collaboration, group facilitation, graphic visualization of data sets, social innovation and social entrepreneurship

- Introduce a minor or certificate in creative leadership, social innovation and public interest design - Integrate the concepts of creativity and social innovation and the methods of design thinking into courses across disciplines.

- Nurture and encourage the capacities of creativity and social innovation among a significant number of students and faculty through workshops, seminars, courses and co-curricular experiences

=== '''2) Engaged Research & Development''' ===

- Establish a campus design consultancy that takes a human-centered, design-based approach to helping organizations on campus, in the community and in public and private sectors innovate and grow. This consultancy might work with administrators, faculty and student organizations to create new programs, policies, products, services, spaces, and experiences that serve the needs of people and contribute to the development of the whole person. This consultancy should also work with organizations to create systems that foster collaboration, sustain innovation and advance positive change.

- Encourage faculty to engage in applied research that advances the study of empathy, creativity, facilitation, human centered design, social innovation and social entrepreneurship. 

=== '''3) Engaged Application''' ===

- Establish relationships with organizations and companies that recruit graduates for internships and full-time positions that engage students in entrepreneurship, social innovation, human centered design and creative practice.

- Seek out and publicize internship opportunities for students, with emphasis on entrepreneurship social innovation and creative practice.

- Create opportunities for students to engage in start up competitions, social innovation challenges, service learning and civic engagement opportunities focused on problem analysis, empathic observation, social advocacy and public interest design.

=== '''4) Engaged Opportunity''' ===

- Create long-term funding for faculty and staff roles that and advance creative practice and social innovation in campus.

- Seek out funding for both student and faculty projects. - Offer prizes and awards for innovative work, projects and competitions

- Provide access to inspiring, flexible classroom and collaboration spaces for work on individual or group projects - Provide students and faculty with access to an incubator and accelerator program for new social ventures.

=== '''5) Engaged Network''' ===

- Develop ongoing relationships with leading design practitioners and social innovators to serve as role models/ mentors for students and faculty. - Invite role model mentors and guest practitioners to present in a Cultural Life Program annually.

- Spotlight key alumni change makers, entrepreneurs and social innovators as role models, mentors and case studies through events or other channels.

=== '''6) Engaged Culture & Community''' ===

- Produce benchmarks and deliverables that provides evidence that the institution attracts, supports and celebrates changemakers that engage in intellectual risk taking, creative problem solving and social innovation.

- Create a national, regional and local advisory council with an executive leadership team and a network of campus catalysts to ensure accountability and transparency of the project.

- Support integration across the campus and create structural frameworks to ensure continuty across leadership changes.

=== '''7) Engaged Student Experience''' ===

- Create a series of experiences for undergraduates, graduates and alumni to pursue their passions through:

- an encouraged gap year for personal exploration

- an orientation experience that introduces creativity and innovation during the first week on campus

- a robust May Experience program that offers problem-based courses in designing solutions for real-world problems.

- an optional 5th Year engage*d experience that trains graduates in design thinking & social entrepreneurship through 2 semesters of applied course work

- a series of lifelong learning programs that bring alumni together around problem-based learning and creative problem-solving

== ==

= 3) Engage*d Institute of Design Thinking & Social Innovation =

=== Vision:===

In alignment with Furman’s commitment to the liberal arts, The Engage*d Institute of Design Thinking and Social Innovation creates an environment where knowledge, passion and creativity intersect in a collaborative setting. Engage*d is a living classroom where real world problems are defined and sustainable solutions are developed with partners, stakeholders, users and experts. Through curricular couress and extracurricular projects, students, professors and communtiy partners engage in design thinking, a creative problem solving methodology that combines creative and analytical approaches. Students learn by defining problems that are based off of fieldwork, uncovering the real human needs that they want to address. In cycling through the process multiple times on every project, students benefit from applying their knowledge outside the classroom in a collaborative setting and partners benefit by gaining new perspectives, new insights and new solutions. In partnership with the Hasso Plattner Institue of Design at Stanford and a network of d.schools around the world, the Engage*d Institute brings design thinking to the undergraduate education experience in a meaningful way.

=== '''Focus Areas:''' ===

I) Learning and Education II) Health and Wellness III)  Social Entrepreneurship IV) Sustainability and Community Development

=== '''Project Phases:''' ===

'''Phase I: '''Pilot design thinking on campus through existing programs by integrating the methodology into each of the Engaged Learning programs and offering a May Experience elective course in Design for Social Change, which introduces the methodology through Furman’s art department. (completed May 2013)

'''Phase II: '''Build a case for the development of Engage*d Institute on campus, which is home to Furman design thinking courses, professional development programs, a social entrepreneurship incubator, a community café and collaboration spaces. '''Phase III)  '''Partner with companies, organizations, schools and other universities to teach design thinking as a strategy for problem solving and innovation.

I) Educator Training

II) Executive Training

III) Student Consulting

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