University Innovation Fellows - User contributions [en]

Organization:Team Venture Forth

2013-11-01T01:09:16Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

'''Meeting Notes:'''
<div>'''This group will serve primarily as a forum to alert each other of our successes and struggles. The success of our group is dependent on the strength of our network.'''</div>
'''The format of our communications will be written updates online supplemented by informal presentations in a WebEx when necessary.  ''''''During this time, students can offer up advice, highlight struggles, and identify obstacles in an interactive environment to which every student can relate and apply their needs.'''

'''The exact topic of our talks will vary, but we discussed focusing on: IP policy changes, curriculum changes, incubator spaces, and general visibility.'''

'''Lastly, we said that special guests/speakers could include former/current UI Fellows with relevant experience, I&E team members from on campus, Tech Office employees, etc. We would love to use Humera as a resource on a case-by-case basis, as we don't want to take too much of her time.'''

'''Strengths &'''Weaknesses''':'''

'''Derek Dashti- Tulane University'''

'''Strengths:'''

'''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''- Tech transfer office is easily accessible'''

'''Weaknesses:'''

'''- Need more incubator spaces on campus (Flower Hall only)'''

'''- Need more seed funding sources both locally and on campus'''

'''Brian Rhindress- University of Pittsburgh'''

'''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture'''

''''''

'''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-11-01T01:08:36Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

'''Meeting Notes:'''
<div> </div>
'''This group will serve primarily as a forum to alert each other of our successes and struggles. The success of our group is dependent on the strength of our network.'''

'''The format of our communications will be written updates online supplemented by informal presentations in a WebEx when necessary.  ''''''During this time, students can offer up advice, highlight struggles, and identify obstacles in an interactive environment to which every student can relate and apply their needs.'''

'''The exact topic of our talks will vary, but we discussed focusing on: IP policy changes, curriculum changes, incubator spaces, and general visibility.'''

'''Lastly, we said that special guests/speakers could include former/current UI Fellows with relevant experience, I&E team members from on campus, Tech Office employees, etc. We would love to use Humera as a resource on a case-by-case basis, as we don't want to take too much of her time.'''

'''Strengths &'''Weaknesses''':'''

'''Derek Dashti- Tulane University'''

'''Strengths:'''

'''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''- Tech transfer office is easily accessible'''

'''Weaknesses:'''

'''- Need more incubator spaces on campus (Flower Hall only)'''

'''- Need more seed funding sources both locally and on campus'''

'''Brian Rhindress- University of Pittsburgh'''

'''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture'''

'''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-11-01T01:04:45Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

''''''

'''''''''Decisions'''''':'''
<div> </div>
'''''''''This group will serve primarily as a forum to alert each other of our successes and struggles. The success of our group is dependent on the strength of our network.'''

'''The format of our communications will be written updates online supplemented by informal presentations in a WebEx when necessary.  ''''''During this time, students can offer up advice, highlight struggles, and identify obstacles in an interactive environment to which every student can relate and apply their needs.'''

'''The exact topic of our talks will vary, but we discussed focusing on: IP policy changes, curriculum changes, incubator spaces, and general visibility.'''

''''''

''''''

''''''

'''Strengths &'''Weaknesses''':'''

'''Derek Dashti- Tulane University'''

'''Strengths:'''

'''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''- Tech transfer office is easily accessible'''

'''Weaknesses:'''

'''- Need more incubator spaces on campus (Flower Hall only)'''

'''- Need more seed funding sources both locally and on campus'''

'''Brian Rhindress- University of Pittsburgh'''

'''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture'''

'''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-11-01T00:56:55Z

Bjr50:

Organization:Team Venture Forth

2013-10-31T23:53:52Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

'''Strengths &'''Weaknesses''':'''

'''Derek Dashti- Tulane University'''

'''Strengths:'''

'''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''- Tech transfer office is easily accessible'''

'''Weaknesses:'''

'''- Need more incubator spaces on campus (Flower Hall only)'''

'''- Need more seed funding sources both locally and on campus'''

'''Brian Rhindress- University of Pittsburgh'''

'''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture'''

''''''

'''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-10-31T23:53:40Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

'''Strengths &'''Weaknesses''':'''

'''Derek Dashti- Tulane University'''

'''Strengths:'''

'''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''- Tech transfer office is easily accessible'''

'''Weaknesses:'''

'''- Need more incubator spaces on campus (Flower Hall only)'''

'''- Need more seed funding sources both locally and on campus'''

''''''

'''Brian Rhindress- University of Pittsburgh''' ''''''

'''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture''' ''''''

'''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-10-31T23:53:13Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

'''Strengths &'''Weaknesses''':'''

'''Derek Dashti- Tulane University'''

'''Strengths:'''

'''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''- Tech transfer office is easily accessible'''

''''''

'''Weaknesses:'''

'''- Need more incubator spaces on campus (Flower Hall only)'''

'''- Need more seed funding sources both locally and on campus'''

''''''

'''Brian Rhindress- University of Pittsburgh''' '''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture''' '''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-10-31T23:52:42Z

Bjr50:

= Overview =

Team Venture Forth works on strategies to support teams to advance a specific opportunity acheive commercial success. Resources serving such university-based ventures incubate, accelerate and bootcamps. Seed funding sources and grant-writing resources, as well as pro-active and helpful technology transfer offices support venture teams seeking to gain marketplace traction and spin out of a University setting. Linkages to regional and statewide industry resources provide pathways to growth and scale.

= Standing Meeting Time =

Bi-weekly meetings, likely Wednesday after noon EST.  Still waiting to confirm time with rest of group. 

= Team Members =

Team Leaders:

To Be Determined, after we have a few weeks of work under our belt. 

Team Members:

*[[Breanne Przestrzelski]], [[Clemson University]]
*[[Brittany Wouden]], [[Washington State University Vancouver]]
*[[Andrew Dalman]], [[North Dakota State University]]
*[[Mary Wilcox]], [[Arizona State University Tempe]]
*[[Nathan Smialek]], [[University of Pittsburgh]]
*[[Brian Rhindress]], [[University of Pittsburgh]]
*[[Derek Dashti]], [[Tulane University]]
*[[Katelyn Stenger]], [[Rose-Hulman Institute of Technology]]
*[[Terrence Agbi]], [[Polytechnic Institute of New York University]]
*[[User:Yifan Ge|Yifan Ge]], [[Bucknell University]]

= Topics =

*Incubators, accelerators and bootcamps
*Infrastructure (startup space)
*Seed funding sources
*Technology transfer resources
*Grant-writing, legal and other venture assistance
*Off-campus space
*Regional sources of capital
*Mentoring, business and/or advisory networks

= Meeting Notes and Shared Resources =

'''Strengths &'''Weaknesses''':''' 

''''''

'''Derek Dashti- Tulane University'''

''''''

'''Strengths:'''

'''''''''- Good sources for incubator startups locally (i.e. NOBIC, Propellor)'''

'''''''''- Tech transfer office is easily accessible'''

''''''

'''''''''Weaknesses:'''

'''''''''- Need more incubator spaces on campus (Flower Hall only)'''

'''''''''- Need more seed funding sources both locally and on campus'''
 
'''Brian Rhindress- University of Pittsburgh'''
 
'''Strengths:'''

'''-Active and thriving Office of Technology Management/Enterprise Realization'''

'''-Seed Funding Availability (especially in medical- Coulter, CMI)'''

'''-City of Pittsburgh startup culture'''
 
'''Weaknesses:'''

'''-Mobilization/awareness at Undergraduate level'''

'''-No design space'''

'''-Little collaboration across departments/schools'''

Organization:Team Venture Forth

2013-10-31T23:49:59Z

Bjr50:

Organization:Team Venture Forth

2013-10-31T23:49:08Z

Bjr50:

Priorities:University of Pittsburgh Student Priorities

2013-10-24T22:08:59Z

Bjr50:

== Overview ==

The University of Pittsburgh is a well-known leader in innovation within the fields of engineering and medical research.  Translational research and entrepreneurship exist primarily at the institutional level.  Many organizations exist, like the Institute of Entrepreneurial Excellence, to give budding entrepreneurs the needed resources and inspiration to proceed from ideation to market.  In the last 20 years alone, such programs have created more than 800 startups and 7,000 jobs in the Pittsburgh area.  Between the sheer amount of research conducted and available seed funding (Coulter Program for bioengineering devices, other VC connections through Institute of Entrepreneurial Excellence) Innovation and Entrepreneurship needs only to be catalyzed to take off, since all necessary ingredients are in abundance at the University of Pittsburgh.

However, there is a huge gap on campus between these institutions and undergraduate students.  Most students are unaware of PantherlabWorks (a commercialization accelerator) and do not know that the university offers patent and IP counseling through the Office of Technology Management/Office of Enterprise Development.  At present, these institutions mainly serve graduate students and faculty. 

Fortunately, administrators are beginning to take a strong interest in university-facilitated patent development and product realization for undergraduate students.  Professors from the Industrial Engineering department will soon introduce a product realization certificate to span all majors and the chemical engineering department has recently revamped its sophomore and junior year curriculum to more intently convey design principles.  The mechanical engineering department, too, has been steadily increasing the focus on sustainability and marketability in undergraduate design classes, as in ‘MEMS 0024: Intro to Mechanical Engineering Design.’

Still, it is clear that there is more work to be done.  In many other disciplines, serious project management/design courses are not mandatory until senior year.  Further, freshman students are NEVER formally exposed to the opportunities of product development for engineers.  The best opportunities for undergrads to get involved in projects are in extracurricular clubs.  Engineers for Sustainable Medical Development (ESMD), Engineers for a Sustainable World (ESW), and Engineers Without Borders (EWB) are three of the strongest organizations on campus for completing actual projects with significant impact in local and global communities.

We seek to expand upon and merge into a community, the values and practices of these groups.  Two gaps we seek to bridge as UI Fellows are as follows:

 1.     Inspire and Forge Project Teams (applied/realized value)

a.     Connect product ideas that have market value with teams capable of producing them.  Provide access to funding and guidance for these teams.  Give access to

2.     Provide an incubator space (applied/realized value)

a.     Allow such teams to function effectively and provide the necessary inspiration/motivation to get undergraduates interested in I&E.

 {{#Widget:Prezis|id=_sto8qf_0vcs}}

== Calling all students ==

Entrepreneurship and Innovation Academic Year Challenge

*Where: Benedum Hall, Room TBD 
*When: November 19th, 2013
*RSVP: TBD

== Strategy #1: Inspire and Forge Project Teams ==

Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:

Tactic #1: Create Advisory Board/Panel to Promote I&E

•   Description: Students in the Pitt Business school are currently looking to launch an entrepreneurship club- one that would connect mixed groups of students to form cohesive teams (engineering, business, law, etc. students) and validate market potential.  In partnering with this effort, an advisory board for I&E would seek out possible projects and give them to an able team.  It would be the goal of such a board to find the need on campus for different products, looking for possible ideas in extracurricular clubs, professors, and perhaps, industry.  These projects would be assigned to a team that applies with a plan to complete them, and they would be guided to the IP resources on campus and eventually to the proper contacts in the Business school for marketing advice.    

•   Team Leader:: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

 

Tactic #2: Host Seminars/Grand Challenges to Educate/Inspire

•   Description: Professors in the Engineering Education Resource Center (EERC), are in the process of applying for a grant to host seminars and challenge sessions for next semester.  As Innovation Fellows, we have been given the opportunity to help plan these events and hope to use them to foster support (especially at the freshman/sophomore level) for the movement.  Current seminar ideas include: Dinner with entrepreneurs, microGrant challenge, skill seminars. 

•   Team Leader:: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Strategy #2: Provide an Incubator Space  ==

Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:

Tactic #1: Find and Create a Space

•   Description:  If students are now coming up with ideas or being given projects, they will need a space to work in.  Also, a design room provides inspiration and success stories to work with.  With UC-Berkeley and other successful UI incubator spaces as a model, this design room would serve as a hub for students interested in getting involved with projects and competitions. 

•   Team Leader: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

 

Tactic #2: Technical Skills Sessions

•   Description: Often, young students need to learn some basic skills before they are ready to take on a design project.  One way to do this would be skills seminars in the design room that include 3D CAD drawing, arduinos, etc.  Also, it may be conducive to get students to apply for machine room certification so that they can work safely in the shop when their design has reached that stage.    

•   Team Leader: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

 

Tactic #3: Host Design Competitions

•   Description: Another way to inspire students is to actually host design competitions in the incubator space.  This could mean finding a competition through “mindsumo.com” or facilitating the completion of a project for entry in a local competition like the Randall Big Idea Competition.  A winner in one of these competitions is very likely to attract many other students to the space.

•   Team Leader: TBD

Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Other ==

Priorities:University of Pittsburgh Student Priorities

2013-10-24T21:53:18Z

Bjr50:

== Overview ==

The University of Pittsburgh is a well-known leader in innovation within the fields of engineering and medical research.  Translational research and entrepreneurship exist primarily at the institutional level.  Many organizations exist, like the Institute of Entrepreneurial Excellence, to give budding entrepreneurs the needed resources and inspiration to proceed from ideation to market.  In the last 20 years alone, such programs have created more than 800 startups and 7,000 jobs in the Pittsburgh area.  Between the sheer amount of research conducted and available seed funding (Coulter Program for bioengineering devices, other VC connections through Institute of Entrepreneurial Excellence) Innovation and Entrepreneurship needs only to be catalyzed to take off, since all necessary ingredients are in abundance at the University of Pittsburgh.

However, there is a huge gap on campus between these institutions and undergraduate students.  Most students are unaware of PantherlabWorks (a commercialization accelerator) and do not know that the university offers patent and IP counseling through the Office of Technology Management/Office of Enterprise Development.  At present, these institutions mainly serve graduate students and faculty. 

Fortunately, administrators are beginning to take a strong interest in university-facilitated patent development and product realization for undergraduate students.  Professors from the Industrial Engineering department will soon introduce a product realization certificate to span all majors and the chemical engineering department has recently revamped its sophomore and junior year curriculum to more intently convey design principles.  The mechanical engineering department, too, has been steadily increasing the focus on sustainability and marketability in undergraduate design classes, as in ‘MEMS 0024: Intro to Mechanical Engineering Design.’

Still, it is clear that there is more work to be done.  In many other disciplines, serious project management/design courses are not mandatory until senior year.  Further, freshman students are NEVER formally exposed to the opportunities of product development for engineers.  The best opportunities for undergrads to get involved in projects are in extracurricular clubs.  Engineers for Sustainable Medical Development (ESMD), Engineers for a Sustainable World (ESW), and Engineers Without Borders (EWB) are three of the strongest organizations on campus for completing actual projects with significant impact in local and global communities.

We seek to expand upon and merge into a community, the values and practices of these groups.  Two gaps we seek to bridge as UI Fellows are as follows:

 1.     Inspire and Forge Project Teams (applied/realized value)

a.     Connect product ideas that have market value with teams capable of producing them.  Provide access to funding and guidance for these teams.  Give access to

2.     Provide an incubator space (applied/realized value)

a.     Allow such teams to function effectively and provide the necessary inspiration/motivation to get undergraduates interested in I&E.

 {{#Widget:Prezis|id=_sto8qf_0vcs}}

== Calling all students ==

Entrepreneurship and Innovation Academic Year Challenge

*Where: Benedum Hall, Room TBD 
*When: November 19th, 2013
*RSVP: TBD

== Strategy #1: Inspire and Forge Project Teams ==

Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:

Tactic #1: Create Advisory Board/Panel to Promote I&E

•   Description: Students in the Pitt Business school are currently looking to launch an entrepreneurship club- one that would connect mixed groups of students to form cohesive teams (engineering, business, law, etc. students) and validate market potential.  In partnering with this effort, an advisory board for I&E would seek out possible projects and give them to an able team.  It would be the goal of such a board to find the need on campus for different products, looking for possible ideas in extracurricular clubs, professors, and perhaps, industry.  These projects would be assigned to a team that applies with a plan to complete them, and they would be guided to the IP resources on campus and eventually to the proper contacts in the Business school for marketing advice.    

•   Team Leader:: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

 

Tactic #2: Host Seminars/Grand Challenges to Educate/Inspire

•   Description: Professors in the Engineering Education Resource Center (EERC), are in the process of applying for a grant to host seminars and challenge sessions for next semester.  As Innovation Fellows, we have been given the opportunity to help plan these events and hope to use them to foster support (especially at the freshman/sophomore level) for the movement.  Current seminar ideas include: Dinner with entrepreneurs, microGrant challenge, skill seminars. 

•   Team Leader:: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Strategy #2: Provide an Incubator Space  ==

Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Other ==

Priorities:University of Pittsburgh Student Priorities

2013-10-24T21:50:27Z

Bjr50:

Priorities:University of Pittsburgh Student Priorities

2013-10-24T21:50:06Z

Bjr50:

== Overview ==

The University of Pittsburgh is a well-known leader in innovation within the fields of engineering and medical research.  Translational research and entrepreneurship exist primarily at the institutional level.  Many organizations exist, like the Institute of Entrepreneurial Excellence, to give budding entrepreneurs the needed resources and inspiration to proceed from ideation to market.  In the last 20 years alone, such programs have created more than 800 startups and 7,000 jobs in the Pittsburgh area.  Between the sheer amount of research conducted and available seed funding (Coulter Program for bioengineering devices, other VC connections through Institute of Entrepreneurial Excellence) Innovation and Entrepreneurship needs only to be catalyzed to take off, since all necessary ingredients are in abundance at the University of Pittsburgh.

However, there is a huge gap on campus between these institutions and undergraduate students.  Most students are unaware of PantherlabWorks (a commercialization accelerator) and do not know that the university offers patent and IP counseling through the Office of Technology Management/Office of Enterprise Development.  At present, these institutions mainly serve graduate students and faculty. 

Fortunately, administrators are beginning to take a strong interest in university-facilitated patent development and product realization for undergraduate students.  Professors from the Industrial Engineering department will soon introduce a product realization certificate to span all majors and the chemical engineering department has recently revamped its sophomore and junior year curriculum to more intently convey design principles.  The mechanical engineering department, too, has been steadily increasing the focus on sustainability and marketability in undergraduate design classes, as in ‘MEMS 0024: Intro to Mechanical Engineering Design.’

Still, it is clear that there is more work to be done.  In many other disciplines, serious project management/design courses are not mandatory until senior year.  Further, freshman students are NEVER formally exposed to the opportunities of product development for engineers.  The best opportunities for undergrads to get involved in projects are in extracurricular clubs.  Engineers for Sustainable Medical Development (ESMD), Engineers for a Sustainable World (ESW), and Engineers Without Borders (EWB) are three of the strongest organizations on campus for completing actual projects with significant impact in local and global communities.

We seek to expand upon and merge into a community, the values and practices of these groups.  Two gaps we seek to bridge as UI Fellows are as follows:

1.     Inspire and Forge Project Teams (applied/realized value)

a.     Connect product ideas that have market value with teams capable of producing them.  Provide access to funding and guidance for these teams.  Give access to

2.     Provide an incubator space (applied/realized value)

a.     Allow such teams to function effectively and provide the necessary inspiration/motivation to get undergraduates interested in I&E.

{{#Widget:Prezis|id=_sto8qf_0vcs}}

== Calling all students ==

Entrepreneurship and Innovation Academic Year Challenge

*Where: Benedum Hall, Room TBD 
*When: November 19th, 2013
*RSVP: TBD

Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:

Tactic #1: Create Advisory Board/Panel to Promote I&E

•   Description: Students in the Pitt Business school are currently looking to launch an entrepreneurship club- one that would connect mixed groups of students to form cohesive teams (engineering, business, law, etc. students) and validate market potential.  In partnering with this effort, an advisory board for I&E would seek out possible projects and give them to an able team.  It would be the goal of such a board to find the need on campus for different products, looking for possible ideas in extracurricular clubs, professors, and perhaps, industry.  These projects would be assigned to a team that applies with a plan to complete them, and they would be guided to the IP resources on campus and eventually to the proper contacts in the Business school for marketing advice.    

•   Team Leader:: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

 

Tactic #2: Host Seminars/Grand Challenges to Educate/Inspire

•   Description: Professors in the Engineering Education Resource Center (EERC), are in the process of applying for a grant to host seminars and challenge sessions for next semester.  As Innovation Fellows, we have been given the opportunity to help plan these events and hope to use them to foster support (especially at the freshman/sophomore level) for the movement.  Current seminar ideas include: Dinner with entrepreneurs, microGrant challenge, skill seminars. 

•   Team Leader:: TBD

•   Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Strategy #2: ________ ==

Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Other ==

Priorities:University of Pittsburgh Student Priorities

2013-10-24T21:48:12Z

Bjr50:

== Overview ==

The University of Pittsburgh is a well-known leader in innovation within the fields of engineering and medical research.  Translational research and entrepreneurship exist primarily at the institutional level.  Many organizations exist, like the Institute of Entrepreneurial Excellence, to give budding entrepreneurs the needed resources and inspiration to proceed from ideation to market.  In the last 20 years alone, such programs have created more than 800 startups and 7,000 jobs in the Pittsburgh area.  Between the sheer amount of research conducted and available seed funding (Coulter Program for bioengineering devices, other VC connections through Institute of Entrepreneurial Excellence) Innovation and Entrepreneurship needs only to be catalyzed to take off, since all necessary ingredients are in abundance at the University of Pittsburgh.

However, there is a huge gap on campus between these institutions and undergraduate students.  Most students are unaware of PantherlabWorks (a commercialization accelerator) and do not know that the university offers patent and IP counseling through the Office of Technology Management/Office of Enterprise Development.  At present, these institutions mainly serve graduate students and faculty. 

Fortunately, administrators are beginning to take a strong interest in university-facilitated patent development and product realization for undergraduate students.  Professors from the Industrial Engineering department will soon introduce a product realization certificate to span all majors and the chemical engineering department has recently revamped its sophomore and junior year curriculum to more intently convey design principles.  The mechanical engineering department, too, has been steadily increasing the focus on sustainability and marketability in undergraduate design classes, as in ‘MEMS 0024: Intro to Mechanical Engineering Design.’

Still, it is clear that there is more work to be done.  In many other disciplines, serious project management/design courses are not mandatory until senior year.  Further, freshman students are NEVER formally exposed to the opportunities of product development for engineers.  The best opportunities for undergrads to get involved in projects are in extracurricular clubs.  Engineers for Sustainable Medical Development (ESMD), Engineers for a Sustainable World (ESW), and Engineers Without Borders (EWB) are three of the strongest organizations on campus for completing actual projects with significant impact in local and global communities.

We seek to expand upon and merge into a community, the values and practices of these groups.  Two gaps we seek to bridge as UI Fellows are as follows:

1.     Inspire and Forge Project Teams (applied/realized value)

a.     Connect product ideas that have market value with teams capable of producing them.  Provide access to funding and guidance for these teams.  Give access to

2.     Provide an incubator space (applied/realized value)

a.     Allow such teams to function effectively and provide the necessary inspiration/motivation to get undergraduates interested in I&E.

{{#Widget:Prezis|id=_sto8qf_0vcs}}

== Calling all students ==

Entrepreneurship and Innovation Academic Year Challenge

*Where: Benedum Hall, Room TBD 
*When: November 19th, 2013
*RSVP: TBD

== Strategy #1: ________ ==

Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Strategy #2: ________ ==

Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Other ==

Priorities:University of Pittsburgh Student Priorities

2013-10-24T21:17:44Z

Bjr50:

== Overview ==

The University of Pittsburgh is a well-known leader in innovation within the fields of engineering and medical research.  Translational research and entrepreneurship exist primarily at the institutional level.  Many organizations exist, like the Institute of Entrepreneurial Excellence, to give budding entrepreneurs the needed resources and inspiration to proceed from ideation to market.  In the last 20 years alone, such programs have created more than 800 startups and 7,000 jobs in the Pittsburgh area.  Between the sheer amount of research conducted and available seed funding (Coulter Program for bioengineering devices, other VC connections through Institute of Entrepreneurial Excellence) Innovation and Entrepreneurship needs only to be catalyzed to take off, since all necessary ingredients are in abundance at the University of Pittsburgh.

However, there is a huge gap on campus between these institutions and undergraduate students.  Most students are unaware of PantherlabWorks (a commercialization accelerator) and do not know that the university offers patent and IP counseling through the Office of Technology Management/Office of Enterprise Development.  At present, these institutions mainly serve graduate students and faculty. 

Fortunately, administrators are beginning to take a strong interest in university-facilitated patent development and product realization for undergraduate students.  Professors from the Industrial Engineering department will soon introduce a product realization certificate to span all majors and the chemical engineering department has recently revamped its sophomore and junior year curriculum to more intently convey design principles.  The mechanical engineering department, too, has been steadily increasing the focus on sustainability and marketability in undergraduate design classes, as in ‘MEMS 0024: Intro to Mechanical Engineering Design.’

Still, it is clear that there is more work to be done.  In many other disciplines, serious project management/design courses are not mandatory until senior year.  Further, freshman students are NEVER formally exposed to the opportunities of product development for engineers.  The best opportunities for undergrads to get involved in projects are in extracurricular clubs.  Engineers for Sustainable Medical Development (ESMD), Engineers for a Sustainable World (ESW), and Engineers Without Borders (EWB) are three of the strongest organizations on campus for completing actual projects with significant impact in local and global communities.

We seek to expand upon and merge into a community, the values and practices of these groups.  Two gaps we seek to bridge as UI Fellows are as follows:

1.     Connect product ideas that have market value with teams capable of producing them.  Provide access to funding and guidance for these teams.

2.     Provide an incubator space to allow such teams to function effectively.Link to Prezi overview of campus ecosystem:

{{#Widget:Prezis|id=_sto8qf_0vcs}}

== Calling all students ==

Entrepreneurship and Innovation Academic Year Challenge

*Where: Benedum Hall, Room TBD 
*When: November 19th, 2013
*RSVP: TBD

== Strategy #1: ________ ==

Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Strategy #2: ________ ==

Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Other ==

Priorities:University of Pittsburgh Student Priorities

2013-10-24T21:08:28Z

Bjr50:

== Overview ==

The University of Pittsburgh is a well-known leader in innovation within the fields of engineering and medical research.  Translational research and entrepreneurship exist primarily at the institutional level.  Many organizations exist, like the Institute of Entrepreneurial Excellence, to give budding entrepreneurs the needed resources and inspiration to proceed from ideation to market.  In the last 20 years alone, such programs have created more than 800 startups and 7,000 jobs in the Pittsburgh area.  Between the sheer amount of research conducted and available seed funding (Coulter Program for bioengineering devices, other VC connections through Institute of Entrepreneurial Excellence) Innovation and Entrepreneurship needs only to be catalyzed to take off, since all necessary ingredients are in abundance at the University of Pittsburgh.

However, there is a huge gap on campus between these institutions and undergraduate students.  Most students are unaware of PantherlabWorks (a commercialization accelerator) and do not know that the university offers patent and IP counseling through the Office of Technology Management/Office of Enterprise Development.  At present, these institutions mainly serve graduate students and faculty. 

Fortunately, administrators are beginning to take a strong interest in university-facilitated patent development and product realization for undergraduate students.  Professors from the Industrial Engineering department will soon introduce a product realization certificate to span all majors and the chemical engineering department has recently revamped its sophomore and junior year curriculum to more intently convey design principles.  The mechanical engineering department, too, has been steadily increasing the focus on sustainability and marketability in undergraduate design classes, as in ‘MEMS 0024: Intro to Mechanical Engineering Design.’

Still, it is clear that there is more work to be done.  In many other disciplines, serious project management/design courses are not mandatory until senior year.  Further, freshman students are NEVER formally exposed to the opportunities of product development for engineers.  The best opportunities for undergrads to get involved in projects are in extracurricular clubs.  Engineers for Sustainable Medical Development (ESMD), Engineers for a Sustainable World (ESW), and Engineers Without Borders (EWB) are three of the strongest organizations on campus for completing actual projects with significant impact in local and global communities.

We seek to expand upon and merge into a community, the values and practices of these groups.  Two gaps we seek to bridge as UI Fellows are as follows:

1.     Connect product ideas that have market value with teams capable of producing them.  Provide access to funding and guidance for these teams.

2.     Provide an incubator space to allow such teams to function effectively.Link to Prezi overview of campus ecosystem:

{{#Widget:Prezis|id=_sto8qf_0vcs}}

== Calling all students ==

Informational Session (come hear plans, offer feedback and help expand opportunities for all students)

*Where: [Google Hangout On Air <a href="<a href="[http://www.google.com/+/learnmore/hangouts/onair.html http://www.google.com/+/learnmore/hangouts/onair.html]">[http://www.google.com/+/learnmore/hangouts/onair.html http://www.google.com/+/learnmore/hangouts/onair.html]</a>">[1]</a> or other existing meeting of students interested in I&E in Engineering.]
*When: [Date, Time]
*RSVP: [your email address, google form, eventbrite or meetup link]

== Strategy #1: ________ ==

Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Strategy #2: ________ ==

Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:

Tactic #1: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #2: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader:: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

Tactic #3: [Name of tactic]

*Description [250 words on why this strategy will solve this gap on your campus]
*Team Leader: [Either your name, TBD or create a title assigned to the person who volunteers]
*Milestones: [A set of bullets that characterize the work that would likely need to be executed, along with mm/yy]

== Other ==

School:University of Pittsburgh

2013-10-18T01:40:51Z

Bjr50:

== Student innovation and entrepreneurship ==

The University of Pittsburgh is a city campus complete with a 4-year accredited undergraduate program, which is complemented by numerous prestigious graduate programs such as the School of Medicine, School of Law, School of Pharmacy, and School of Business.  The University of Pittsburgh received $759 million dollars 2013 to fund its various research endeavors.  These research dollars have cultivated an environment that has fostered the growth of an incredibly young yet impressive entrepreneurial landscape.  Pitt is a giant in life science innovation, partnering its engineering and business programs with the international conglomerate UPMC has yielded a plethora medical device inventions and innovations in addition to numerous patents, start-ups, and licensing opportunities.  This success is trickling down through the ranks allowing students to become instrumental in large entrepreneurial pursuits.  Programs such as the Coulter Program and CMI fund medical innovation and are beginning to recognize the untapped potential of undergraduate innovators.  Through special project funds and micro grants these programs are giving students a chance to contribute to Pitt’s entrepreneurial success.  Undergraduate funding is an incredibly new standard for our entrepreneurial faculty and the overwhelming success of the pilot groups of undergraduate teams has ensured the sustainability of undergraduate funding for years to come.

<h2> Faculty innovation and entrepreneurship </h2>

Since 1996 Pitt has seen 98 start-up companies emerge, nine of which began in 2013. Many of these start-up companies emerge from life science research conducted by faculty members at Pitt. The faculty research is often funded by large government grants such as the NIH or NSF. However, that funding does not provide a viable means for launching a potential business from a research facility. The University has turned to Coulter program and CMI to facilitate the transition of these ideas to the marketplace. The University of Pittsburgh received $3.54 million from the Wallace H. Coulter Foundation in 2011 to fund translational research to be supplemented by $1.5 million dollars from the schools of Medicine and Engineering respectively. The grant covers five years of funding and was awarded to only six universities nationally. The goal of the Coulter program grant is to accelerate the introduction of new technologies to address current clinical deficiencies. CMI (Center for Medical Innovation) is an initiative that is similar to the Coulter program however, is Pitt-specific. CMI was started through the Coulter initiative and is intended to be the perpetual seeding program after the Coulter grant has finished. With these programs Pitt faculty has been overwhelming successful in moving their innovative technologies into the marketplace.

== University technology transfer function ==

== University-Industry collaboration ==

== Regional and local economic development efforts ==

The City of Pittsburgh is, perhaps, one of the quickest and most vibrantly emerging entrepreneurial landscapes in the country.  Pittsburgh is well known for low labor costs and having strong student graduates (36,000 annually from 36 colleges and universities).  Further $3 billion is invested in R&D per year and Pittsburgh is located within 500 miles of half of U.S. power buyers.  Fun fact: the Economist recently named Pittsburgh “Most Livable Place in the Continental U.S.” [1].

 Important entrepreneurial developments in Pittsburgh include:

The recent opening of a local “Tech Shop” branch.  This “Tech Shop” houses machine shops and electronic labs for design and is posed to become a design hub.

Thrill Mill- a non-profit organization that hosts business plan competitions an incubator space, and great networking opportunities for budding entrepreneurs.

Startup Weekend Pittsburgh (October 18th- 21st) will follow the national movement, allowing anyone to pitch their startup idea and receive feedback from their peers. 

Overall, it is evident that Pittsburgh startups are beginning to take off.  Companies like Astrobotic (set to be the next to reach the moon with their lunar rover and win the Google XPrize) are budding and national entrepreneurial organizations like Venture for America are taking note.  No doubt, Pittsburgh has the potential to be a startup machine in the next few years. 

== Other ==

{{#Widget:Prezis|id=iczgmdfi5nbm}}

Welcome to the University of Pittsburgh's encyclopedia account of entrepreneurship (E) and innovation (I) opportunities on and around campus.

University Innovation Fellow: Karuna Relwani

Where to find What E&I-related in Pittsburgh

<img _fck_mw_valid="false" _fck_mw_filename="EERC doc Karuna Relwani.pdf" alt="" class="fck_mw_notfound" />

[1]  http://www.alleghenyconference.org/PittsburghRegionalAlliance/

School:University of Pittsburgh

2013-10-18T01:40:21Z

Bjr50:

School:University of Pittsburgh

2013-10-18T00:14:27Z

Bjr50:

Resource:How to convince engineering faculty to teach their classes in the innovation space

2013-10-11T03:46:58Z

Bjr50:

Establish a relationship with university leaders

 '''•    Intro (short paragraph on why you needed this connection)'''

 Why get a teacher to teach in the innovation space?  It gives them more flexibility, allows them to work on collaborative problem solving, and fosters a different learning environment. 

Plus it promotes your design room/club.  '''    '''

'''•    People (who you wanted to connect with)'''

 Great Ideas: Target the professor who is already pushing boundaries.  Go for the professor who everyone hates because they are willing to step on people’s toes.  Get a professor who is ready to do something different.

 It may help to look for a professor who is teaching in a classroom that everyone hates (far off campus, old, etc.).  They will be happy to relocate.

And after you get one, your value goes up exponentially.  Others will follow.  '''    '''

'''•    Materials (what supporting data or materials you brought with you to meetings)'''

'''•    Process (what steps you took and who you interacted with)'''

Seek out the professors listed above.  The renegade, the person who is not scared to get into a little bureacratic battle.  Talk to them, talk to the people from the registrar or whoever is in charge of room changes, etc.  

Then, be ready to actually get in there and rearrange the room yourself.  The point of the DEC (design room) was to enhance collaboration.  Adam and his team would go in before a class and personally line up the room in a big circle to help facilitate that type of environment.      

'''•    Timeline (how much time it took from idea to connection)'''

  One of the big challenges was creating the room on a $600 budget.  After that, it really was “If you build it, they will come.”  Didn’t take more than a month to start gaining traction. 

 Adam said that they never stopped pushing.  From the start, they just needed to establish themselves as a group that was serious.  After that they really didn’t have too many issues.      '''    '''

'''•    Results (what happened as a result of your connection)'''

After a few teachers taught their classes in the club, more people got involved in the design engineering collaborative.  More people were interested in using the room and it was a good opportunity to show off the space. 

The first class there legitimized the club/space- now student organizations are using it, professors are holding office hours there, etc.

 '''•    Follow-up (what plans exist to maintain that connection)'''

 Hopes to soon have an open calendar for the space to let people know what is going on there.  Goal is for everything to take place in that space from student organizations to classes to design competitions.  '''    '''



'''•    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)'''

Resource:How to convince engineering faculty to teach their classes in the innovation space

2013-10-11T03:42:27Z

Bjr50:

Establish a relationship with university leaders

 '''    •    Intro (short paragraph on why you needed this connection)'''

 Why get a teacher to teach in the innovation space?  It gives them more flexibility, allows them to work on collaborative problem solving, and fosters a different learning environment. 

Plus it promotes your design room/club.  '''    '''



'''•    People (who you wanted to connect with)'''

 Great Ideas: Target the professor who is already pushing boundaries.  Go for the professor who everyone hates because they are willing to step on people’s toes.  Get a professor who is ready to do something different.

 It may help to look for a professor who is teaching in a classroom that everyone hates (far off campus, old, etc.).  They will be happy to relocate.

And after you get one, your value goes up exponentially.  Others will follow.  '''    '''

'''•    Materials (what supporting data or materials you brought with you to meetings)'''

'''•    Process (what steps you took and who you interacted with)'''



'''•    Timeline (how much time it took from idea to connection)'''

  One of the big challenges was creating the room on a $600 budget.  After that, it really was “If you build it, they will come.”  Didn’t take more than a month to start gaining traction. 

 Adam said that they never stopped pushing.  From the start, they just needed to establish themselves as a group that was serious.  After that they really didn’t have too many issues.      '''    '''



'''•    Results (what happened as a result of your connection)'''

After a few teachers taught their classes in the club, more people got involved in the design engineering collaborative.  More people were interested in using the room and it was a good opportunity to show off the space. 

The first class there legitimized the club/space- now student organizations are using it, professors are holding office hours there, etc.

 '''•    Follow-up (what plans exist to maintain that connection)'''

 Hopes to soon have an open calendar for the space to let people know what is going on there.  Goal is for everything to take place in that space from student organizations to classes to design competitions.  '''    '''



'''•    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)'''

Resource:How to convince engineering faculty to teach their classes in the innovation space

2013-10-11T03:41:14Z

Bjr50:

Establish a relationship with university leaders

 '''    •    Intro (short paragraph on why you needed this connection)'''

Why get a teacher to teach in the innovation space?  It gives them more flexibility, allows them to work on collaborative problem solving, and fosters a different learning environment. 

Plus it promotes your design room/club. 
'''    •    People (who you wanted to connect with)'''

Great Ideas: Target the professor who is already pushing boundaries.  Go for the professor who everyone hates because they are willing to step on people’s toes.  Get a professor who is ready to do something different.

 It may help to look for a professor who is teaching in a classroom that everyone hates (far off campus, old, etc.).  They will be happy to relocate.

And after you get one, your value goes up exponentially.  Others will follow. 
'''    •    Materials (what supporting data or materials you brought with you to meetings)'''

'''    •    Process (what steps you took and who you interacted with)'''

'''     •    Timeline (how much time it took from idea to connection)'''

 

One of the big challenges was creating the room on a $600 budget.  After that, it really was “If you build it, they will come.”  Didn’t take more than a month to start gaining traction. 

 Adam said that they never stopped pushing.  From the start, they just needed to establish themselves as a group that was serious.  After that they really didn’t have too many issues.     
'''    •    Results (what happened as a result of your connection)'''

After a few teachers taught their classes in the club, more people got involved in the design engineering collaborative.  More people were interested in using the room and it was a good opportunity to show off the space. 

The first class there legitimized the club/space- now student organizations are using it, professors are holding office hours there, etc.

'''     •    Follow-up (what plans exist to maintain that connection)'''

Hopes to soon have an open calendar for the space to let people know what is going on there.  Goal is for everything to take place in that space from student organizations to classes to design competitions. 
'''    •    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)'''

Resource:How to ensure a student representation at the leadership table

2013-10-11T02:46:53Z

Bjr50:

Establish a relationship with university leaders

'''•    Intro (short paragraph on why you needed this connection)'''

 Quick bio: Adam Eastman formed a design club at his school by creating an accessible space for students and eventually delivering projects to design teams/sponsoring challenges, etc.  He has been effectively transforming Berkeley’s undergraduate engineering education, with the recent culmination of a $20 MILLION grant for a new design institute.

Through his work in beginning this design club, Adam has found his way onto numerous administration boards representing the mechanical engineering department including a committee to form a new design degree path and the board for the new design institute.

By being on the board, Adam has been able to work directly with the faculty members who are able to enact what he needs.  He is in a very strong position to lobby for his design club and also create new connections with administrators in his school.   

'''•    People (who you wanted to connect with)'''

 While going to the top can be successful at times, it may be better to find that person in the perfect place and work on getting your idea to ‘trickle up.’  While getting started, Adam sought out a staff member who could be a liaison between the registrar and the engineering school.  This person was able to effectively communicate both divisions while eventually bringing in higher-ups, but he didn’t start with the top.

Find a faculty member with enough influence to get you what you need and make sure you can convince them to fight for you.   

'''•    Materials (what supporting data or materials you brought with you to meetings)'''

 Interesting idea- Many people try to bring a specific goal into a meeting that they need to leave having accomplished.  Adam said that after a while he realized that when working with administrators sometimes he would be more successful when just bringing a few general concepts and letting the meeting play out.

He described the most successful meetings as having free flow of ideas.  Sometimes by just going in with a general direction of what you want (NOT necessarily specific demands), you are more likely to strike up an unexpected deal or connection between parties that you would not have otherwise uncovered if you were too busy fighting for something specific.



'''•    Process (what steps you took and who you interacted with)'''

 Little bit of right place at the right time, lot of persistence- get good at just going in to talk to people. (Said he has been knocking on some professors doors for months trying to talk to them). 

Just say “hi.”  Adam said he has made a lot of connections and made deals with teachers when he just drops in to say hello.

While building a club/movement first seek out a person who you think may be vital to the cause.  They may have expertise or pull in the school.  After an initial meeting with this person to lay out your goals, learn to drop in regularly just to talk.  Again- he is a big fan of the free flow of ideas concept.

One more thing.  Adam was placed on some of these executive boards because he was successful in organizing his peers and gaining a following on campus (e-board members heard him give a presentation on design and subsequently invited him to join the board for the new institute).  By demonstrating clear interest and ability (exercise the authority that you deserve), you will likely be sought out by administrators because they are looking for a student voice.  

 '''•    Timeline (how much time it took from idea to connection)'''

 Not long.  He stressed the idea of a ripple effect.  Once he got his club moving, getting on the board did not take long.  Overall process from inception of club to institute grant and present day is only about a year.  

 '''•    Results (what happened as a result of your connection)'''

 Gave a voice to the students, helping to bring design to the forefront of Berkeley’s UG coursework.      •    Follow-up (what plans exist to maintain that connection)

Beyond using his influence to keep the design club moving, Adam is trying to work on a new venture to promote the ‘Flipped Classroom’ model.  It’s perfect for him to be connected with the administrators in his school because he can work to implement some changes instantly on campus.  He will be continuing his work on the administration boards to plan the design degree and create the newly funded institute.      

'''•    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)'''

Resource:How to ensure a student representation at the leadership table

2013-10-11T02:46:40Z

Bjr50:

Establish a relationship with university leaders



'''•    Intro (short paragraph on why you needed this connection)'''

 Quick bio: Adam Eastman formed a design club at his school by creating an accessible space for students and eventually delivering projects to design teams/sponsoring challenges, etc.  He has been effectively transforming Berkeley’s undergraduate engineering education, with the recent culmination of a $20 MILLION grant for a new design institute.

Through his work in beginning this design club, Adam has found his way onto numerous administration boards representing the mechanical engineering department including a committee to form a new design degree path and the board for the new design institute.

By being on the board, Adam has been able to work directly with the faculty members who are able to enact what he needs.  He is in a very strong position to lobby for his design club and also create new connections with administrators in his school.   

'''•    People (who you wanted to connect with)'''

 While going to the top can be successful at times, it may be better to find that person in the perfect place and work on getting your idea to ‘trickle up.’  While getting started, Adam sought out a staff member who could be a liaison between the registrar and the engineering school.  This person was able to effectively communicate both divisions while eventually bringing in higher-ups, but he didn’t start with the top.

Find a faculty member with enough influence to get you what you need and make sure you can convince them to fight for you.   

'''•    Materials (what supporting data or materials you brought with you to meetings)'''

 Interesting idea- Many people try to bring a specific goal into a meeting that they need to leave having accomplished.  Adam said that after a while he realized that when working with administrators sometimes he would be more successful when just bringing a few general concepts and letting the meeting play out.

He described the most successful meetings as having free flow of ideas.  Sometimes by just going in with a general direction of what you want (NOT necessarily specific demands), you are more likely to strike up an unexpected deal or connection between parties that you would not have otherwise uncovered if you were too busy fighting for something specific.



'''•    Process (what steps you took and who you interacted with)'''

 Little bit of right place at the right time, lot of persistence- get good at just going in to talk to people. (Said he has been knocking on some professors doors for months trying to talk to them). 

Just say “hi.”  Adam said he has made a lot of connections and made deals with teachers when he just drops in to say hello.

While building a club/movement first seek out a person who you think may be vital to the cause.  They may have expertise or pull in the school.  After an initial meeting with this person to lay out your goals, learn to drop in regularly just to talk.  Again- he is a big fan of the free flow of ideas concept.

One more thing.  Adam was placed on some of these executive boards because he was successful in organizing his peers and gaining a following on campus (e-board members heard him give a presentation on design and subsequently invited him to join the board for the new institute).  By demonstrating clear interest and ability (exercise the authority that you deserve), you will likely be sought out by administrators because they are looking for a student voice.  

 '''•    Timeline (how much time it took from idea to connection)'''

 Not long.  He stressed the idea of a ripple effect.  Once he got his club moving, getting on the board did not take long.  Overall process from inception of club to institute grant and present day is only about a year.  

 '''•    Results (what happened as a result of your connection)'''

 Gave a voice to the students, helping to bring design to the forefront of Berkeley’s UG coursework.      •    Follow-up (what plans exist to maintain that connection)

Beyond using his influence to keep the design club moving, Adam is trying to work on a new venture to promote the ‘Flipped Classroom’ model.  It’s perfect for him to be connected with the administrators in his school because he can work to implement some changes instantly on campus.  He will be continuing his work on the administration boards to plan the design degree and create the newly funded institute.      

'''•    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)'''

Resource:How to ensure a student representation at the leadership table

2013-10-11T02:46:00Z

Bjr50:

Establish a relationship with university leaders

 '''    •    Intro (short paragraph on why you needed this connection)'''

 Quick bio: Adam Eastman formed a design club at his school by creating an accessible space for students and eventually delivering projects to design teams/sponsoring challenges, etc.  He has been effectively transforming Berkeley’s undergraduate engineering education, with the recent culmination of a $20 MILLION grant for a new design institute.

Through his work in beginning this design club, Adam has found his way onto numerous administration boards representing the mechanical engineering department including a committee to form a new design degree path and the board for the new design institute.

By being on the board, Adam has been able to work directly with the faculty members who are able to enact what he needs.  He is in a very strong position to lobby for his design club and also create new connections with administrators in his school.   

''' •    People (who you wanted to connect with)'''

 While going to the top can be successful at times, it may be better to find that person in the perfect place and work on getting your idea to ‘trickle up.’  While getting started, Adam sought out a staff member who could be a liaison between the registrar and the engineering school.  This person was able to effectively communicate both divisions while eventually bringing in higher-ups, but he didn’t start with the top.

Find a faculty member with enough influence to get you what you need and make sure you can convince them to fight for you.   

'''       •    Materials (what supporting data or materials you brought with you to meetings)'''

 Interesting idea- Many people try to bring a specific goal into a meeting that they need to leave having accomplished.  Adam said that after a while he realized that when working with administrators sometimes he would be more successful when just bringing a few general concepts and letting the meeting play out.

He described the most successful meetings as having free flow of ideas.  Sometimes by just going in with a general direction of what you want (NOT necessarily specific demands), you are more likely to strike up an unexpected deal or connection between parties that you would not have otherwise uncovered if you were too busy fighting for something specific.

 '''    •    Process (what steps you took and who you interacted with)'''

 Little bit of right place at the right time, lot of persistence- get good at just going in to talk to people. (Said he has been knocking on some professors doors for months trying to talk to them). 

Just say “hi.”  Adam said he has made a lot of connections and made deals with teachers when he just drops in to say hello.

While building a club/movement first seek out a person who you think may be vital to the cause.  They may have expertise or pull in the school.  After an initial meeting with this person to lay out your goals, learn to drop in regularly just to talk.  Again- he is a big fan of the free flow of ideas concept.

One more thing.  Adam was placed on some of these executive boards because he was successful in organizing his peers and gaining a following on campus (e-board members heard him give a presentation on design and subsequently invited him to join the board for the new institute).  By demonstrating clear interest and ability (exercise the authority that you deserve), you will likely be sought out by administrators because they are looking for a student voice.  

 '''    •    Timeline (how much time it took from idea to connection)'''

 Not long.  He stressed the idea of a ripple effect.  Once he got his club moving, getting on the board did not take long.  Overall process from inception of club to institute grant and present day is only about a year.  

 '''    •    Results (what happened as a result of your connection)'''

 Gave a voice to the students, helping to bring design to the forefront of Berkeley’s UG coursework.      •    Follow-up (what plans exist to maintain that connection)

Beyond using his influence to keep the design club moving, Adam is trying to work on a new venture to promote the ‘Flipped Classroom’ model.  It’s perfect for him to be connected with the administrators in his school because he can work to implement some changes instantly on campus.  He will be continuing his work on the administration boards to plan the design degree and create the newly funded institute.      

'''•    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)'''

Resource:How to ensure a student representation at the leadership table

2013-10-11T02:45:26Z

Bjr50:

Establish a relationship with university leaders

 '''    •    Intro (short paragraph on why you needed this connection)'''

 Quick bio: Adam Eastman formed a design club at his school by creating an accessible space for students and eventually delivering projects to design teams/sponsoring challenges, etc.  He has been effectively transforming Berkeley’s undergraduate engineering education, with the recent culmination of a $20 MILLION grant for a new design institute.

Through his work in beginning this design club, Adam has found his way onto numerous administration boards representing the mechanical engineering department including a committee to form a new design degree path and the board for the new design institute.

By being on the board, Adam has been able to work directly with the faculty members who are able to enact what he needs.  He is in a very strong position to lobby for his design club and also create new connections with administrators in his school.     •    People (who you wanted to connect with)

 While going to the top can be successful at times, it may be better to find that person in the perfect place and work on getting your idea to ‘trickle up.’  While getting started, Adam sought out a staff member who could be a liaison between the registrar and the engineering school.  This person was able to effectively communicate both divisions while eventually bringing in higher-ups, but he didn’t start with the top.

Find a faculty member with enough influence to get you what you need and make sure you can convince them to fight for you.   

'''       •    Materials (what supporting data or materials you brought with you to meetings)'''

 Interesting idea- Many people try to bring a specific goal into a meeting that they need to leave having accomplished.  Adam said that after a while he realized that when working with administrators sometimes he would be more successful when just bringing a few general concepts and letting the meeting play out.

He described the most successful meetings as having free flow of ideas.  Sometimes by just going in with a general direction of what you want (NOT necessarily specific demands), you are more likely to strike up an unexpected deal or connection between parties that you would not have otherwise uncovered if you were too busy fighting for something specific.

 '''    •    Process (what steps you took and who you interacted with)'''

 Little bit of right place at the right time, lot of persistence- get good at just going in to talk to people. (Said he has been knocking on some professors doors for months trying to talk to them). 

Just say “hi.”  Adam said he has made a lot of connections and made deals with teachers when he just drops in to say hello.

While building a club/movement first seek out a person who you think may be vital to the cause.  They may have expertise or pull in the school.  After an initial meeting with this person to lay out your goals, learn to drop in regularly just to talk.  Again- he is a big fan of the free flow of ideas concept.

One more thing.  Adam was placed on some of these executive boards because he was successful in organizing his peers and gaining a following on campus (e-board members heard him give a presentation on design and subsequently invited him to join the board for the new institute).  By demonstrating clear interest and ability (exercise the authority that you deserve), you will likely be sought out by administrators because they are looking for a student voice.  

 '''    •    Timeline (how much time it took from idea to connection)'''

 Not long.  He stressed the idea of a ripple effect.  Once he got his club moving, getting on the board did not take long.  Overall process from inception of club to institute grant and present day is only about a year.  

 '''    •    Results (what happened as a result of your connection)'''

 Gave a voice to the students, helping to bring design to the forefront of Berkeley’s UG coursework.      •    Follow-up (what plans exist to maintain that connection)

Beyond using his influence to keep the design club moving, Adam is trying to work on a new venture to promote the ‘Flipped Classroom’ model.  It’s perfect for him to be connected with the administrators in his school because he can work to implement some changes instantly on campus.  He will be continuing his work on the administration boards to plan the design degree and create the newly funded institute.      •    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)

Resource:How to ensure a student representation at the leadership table

2013-10-11T02:44:38Z

Bjr50:

Establish a relationship with university leaders     •    Intro (short paragraph on why you needed this connection)

Quick bio: Adam Eastman formed a design club at his school by creating an accessible space for students and eventually delivering projects to design teams/sponsoring challenges, etc.  He has been effectively transforming Berkeley’s undergraduate engineering education, with the recent culmination of a $20 MILLION grant for a new design institute.

Through his work in beginning this design club, Adam has found his way onto numerous administration boards representing the mechanical engineering department including a committee to form a new design degree path and the board for the new design institute.

By being on the board, Adam has been able to work directly with the faculty members who are able to enact what he needs.  He is in a very strong position to lobby for his design club and also create new connections with administrators in his school.
    •    People (who you wanted to connect with)

While going to the top can be successful at times, it may be better to find that person in the perfect place and work on getting your idea to ‘trickle up.’  While getting started, Adam sought out a staff member who could be a liaison between the registrar and the engineering school.  This person was able to effectively communicate both divisions while eventually bringing in higher-ups, but he didn’t start with the top.

Find a faculty member with enough influence to get you what you need and make sure you can convince them to fight for you.   

  
    •    Materials (what supporting data or materials you brought with you to meetings)

Interesting idea- Many people try to bring a specific goal into a meeting that they need to leave having accomplished.  Adam said that after a while he realized that when working with administrators sometimes he would be more successful when just bringing a few general concepts and letting the meeting play out.

He described the most successful meetings as having free flow of ideas.  Sometimes by just going in with a general direction of what you want (NOT necessarily specific demands), you are more likely to strike up an unexpected deal or connection between parties that you would not have otherwise uncovered if you were too busy fighting for something specific.

    •    Process (what steps you took and who you interacted with)

Little bit of right place at the right time, lot of persistence- get good at just going in to talk to people. (Said he has been knocking on some professors doors for months trying to talk to them). 

Just say “hi.”  Adam said he has made a lot of connections and made deals with teachers when he just drops in to say hello.

While building a club/movement first seek out a person who you think may be vital to the cause.  They may have expertise or pull in the school.  After an initial meeting with this person to lay out your goals, learn to drop in regularly just to talk.  Again- he is a big fan of the free flow of ideas concept.

One more thing.  Adam was placed on some of these executive boards because he was successful in organizing his peers and gaining a following on campus (e-board members heard him give a presentation on design and subsequently invited him to join the board for the new institute).  By demonstrating clear interest and ability (exercise the authority that you deserve), you will likely be sought out by administrators because they are looking for a student voice.  

    •    Timeline (how much time it took from idea to connection)

Not long.  He stressed the idea of a ripple effect.  Once he got his club moving, getting on the board did not take long.  Overall process from inception of club to institute grant and present day is only about a year.  

    •    Results (what happened as a result of your connection)

Gave a voice to the students, helping to bring design to the forefront of Berkeley’s UG coursework. 
    •    Follow-up (what plans exist to maintain that connection)

Beyond using his influence to keep the design club moving, Adam is trying to work on a new venture to promote the ‘Flipped Classroom’ model.  It’s perfect for him to be connected with the administrators in his school because he can work to implement some changes instantly on campus.  He will be continuing his work on the administration boards to plan the design degree and create the newly funded institute. 
    •    Lessons learned and tips for others (what worked and what didn’t, and your recommendations for others)

Organization:Venture for America

2013-10-04T02:46:42Z

Bjr50:

Organization:Venture for America

2013-10-04T02:45:24Z

Bjr50:

Organization:Venture for America

2013-10-04T02:40:50Z

Bjr50:

Organization:Venture for America

2013-10-04T02:39:44Z

Bjr50:

= Overview =

"Venture for America" is an organization, founded in 2011 by Andrew Yang, that trains and places talented college graduates at startup companies located in struggling cities.  Modeled after "Teach for America," the non-profit seeks to revitalize America through entrepreneurship, while enabling opportunity and restoring an American culture of achievement.  Since its inception, the organization has trained almost 100 fellows (today applications exceed availability), given fellows access to upwards of $100k in yearly seed funding, and facilitated their placement in cities including Detroit, Cincinatti, and New Orleans [1]. 

= Purpose =

Graduating from Columbia Law School, Andrew Yang was conflicted with what to do with his career.  As with many other young professionals, Yang knew the options outside of working on Wall Street were slim and likely career-diverting.  After working with and starting several companies (rising to the rank of CEO in Manhattan GMAT), Yang founded "Venture for America," to increase the accessibility to the startup process for college grads [linkedin].

The problem today is that qualified college graduates crave hands-on business experience to learn how to start a business.  Meanwhile, companies struggle to hire due to lack of resources and since they have yet to establish their brand.  Venture for America bridges this gap- they give companies access to high quality, motivated young workers.

Overall, the goal is to funnel top young people into American startups, socialize them, and provide future structures and role models for others.  They wish to rebrand entrepreneurship as the most prestigious professional aspiration, as evident in one of their mottos: "Smart people should build things." 

= Distinct Differences From Other Offerings =

'''Venture for America Fellowship'''

After acceptance into the program, fellows commit to training and a two year commitment of work.

At training, fellows are given the skills to hit the ground running.  Training sessions include lectures, visits from investors, website design challenges, and practice with business creation.  By the end of training, fellows are well versed in finance modeling, sales, public relations, branding, marketing and basic business/office etiquette [1].

Fellows are matched with the company of best fit to them through an intense matchmaking process including preferences and phone/in person interviews.  Companies must be show high growth potential (energy, biotech, health, information, technology, consumer markets) and are required to commit to $32-38k in salary (plus benefits), pay $2,500 to fund the fellow's training, and agree to actively growing the candidate (e.g. Monthly sit-downs with the CEO).

Fun Fact: Venture for America will still try and connect applicants with potential startups if they are not accepted into the fellowship. 

 '''Appeal'''

Venture for America appeals to young professionals in a few ways:

*Prestige: looks good on a resume and has the reputation of attracting ivy league talent
*Progress: brings young professionals to the next level in their careers
*Opportunity: keeps doors open
*Money: workers are compensated for their work
*Skills: fellows gain skills and training for anything and everything they will face
*Community: fellows build a sense of community with other inspired individuals
*Public Service: Fellows are doing a public good, both for local communities and America

= Impact Achieved For Students and Campus =

***Bottom line: "Venture for America" is a strong training program for graduating students who want to get into business creation but also help revitalize our economy.  Today's VFA partnerships are over 50% non-technical, so nobody is limited from applying (in some ways, the fellowship seeks to open doors particularly for these students).  Therefore, Venture for America's resources would be best used on a campus looking to ''a) ''Give benevolent entrepreneurial students a new outlet for post-graduation plans''''', '''b'')''' '''Create a role-model/success story, c) Build support for this lifestyle as a career path.

***By advertising Venture for America as a prestigious scholarship/fellowship, a campus ambassador could build a long-term vision in students from varying degree paths and eventually place high achieving students in the program. 

(Include images, where possible, and campuses involved)

= Steps Required To Bring Resource to Campus =

= Contact Information =

"Venture for America" is an organization, founded in 2011 by Andrew Yang, that trains and places talented college graduates at startup companies located in struggling cities.  Modeled after "Teach for America," the non-profit seeks to revitalize America through entrepreneurship, while enabling opportunity and restoring an American culture of achievement.  Since its inception, the organization has trained almost 100 fellows (today applications exceed availability), given fellows access to upwards of $100k in yearly seed funding, and facilitated their placement in cities including Detroit, Cincinatti, and New Orleans [1]. 

= Purpose =

Graduating from Columbia Law School, Andrew Yang was conflicted with what to do with his career.  As with many other young professionals, Yang knew the options outside of working on Wall Street were slim and likely career-diverting.  After working with and starting several companies (rising to the rank of CEO in Manhattan GMAT), Yang founded "Venture for America," to increase the accessibility to the startup process for college grads [linkedin].

The problem today is that qualified college graduates crave hands-on business experience to learn how to start a business.  Meanwhile, companies struggle to hire due to lack of resources and since they have yet to establish their brand.  Venture for America bridges this gap- they give companies access to high quality, motivated young workers.

Overall, the goal is to funnel top young people into American startups, socialize them, and provide future structures and role models for others.  They wish to rebrand entrepreneurship as the most prestigious professional aspiration, as evident in one of their mottos: "Smart people should build things." 

= Distinct Differences From Other Offerings =

'''Venture for America Fellowship'''

After acceptance into the program, fellows commit to training and a two year commitment of work.

At training, fellows are given the skills to hit the ground running.  Training sessions include lectures, visits from investors, website design challenges, and practice with business creation.  By the end of training, fellows are well versed in finance modeling, sales, public relations, branding, marketing and basic business/office etiquette [1].

Fellows are matched with the company of best fit to them through an intense matchmaking process including preferences and phone/in person interviews.  Companies must be show high growth potential (energy, biotech, health, information, technology, consumer markets) and are required to commit to $32-38k in salary (plus benefits), pay $2,500 to fund the fellow's training, and agree to actively growing the candidate (e.g. Monthly sit-downs with the CEO).

Fun Fact: Venture for America will still try and connect applicants with potential startups if they are not accepted into the fellowship. 

 '''Appeal'''

Venture for America appeals to young professionals in a few ways:

*Prestige: looks good on a resume and has the reputation of attracting ivy league talent
*Progress: brings young professionals to the next level in their careers
*Opportunity: keeps doors open
*Money: workers are compensated for their work
*Skills: fellows gain skills and training for anything and everything they will face
*Community: fellows build a sense of community with other inspired individuals
*Public Service: Fellows are doing a public good, both for local communities and America

= Impact Achieved For Students and Campus =

***Bottom line: "Venture for America" is a strong training program for graduating students who want to get into business creation but also help revitalize our economy.  Today's VFA partnerships are over 50% non-technical, so nobody is limited from applying (in some ways, the fellowship seeks to open doors particularly for these students).  Therefore, Venture for America's resources would be best used on a campus looking to ''a) ''Give benevolent entrepreneurial students a new outlet for post-graduation plans''''', '''b'')''' '''Create a role-model/success story, c) Build support for this lifestyle as a career path.

***By advertising Venture for America as a prestigious scholarship/fellowship, a campus ambassador could build a long-term vision in students from varying degree paths and eventually place high achieving students in the program. 

(Include images, where possible, and campuses involved)

= Steps Required To Bring Resource to Campus =

= =

= Contact Information =
Office:''' 40 West 29th St., Suite 301, New York, NY 10001''''''Mailing Address:''' Venture for America c/o Eileen Lee 40 West 29th St., Suite 301 New York, NY 10001'''info@ventureforamerica.org'''    |    '''(646) 736-6460'''
 Sources:

[1] [http://ventureforamerica.org&nbsp http://ventureforamerica.org&nbsp];

[2] [http://www.linkedin.com/profile/view?id=7537948&authType=NAME_SEARCH&authToken=DpBX&locale=en_US&srchid=2371142341380851232981&srchindex=7&srchtotal=687&trk=vsrp_people_res_photo&trkInfo=VSRPsearchId%3A2371142341380851232981%2CVSRPtargetId%3A7537948%2CVSRPcmpt%3Aprimary http://www.linkedin.com/profile/view?id=7537948&authType=NAME_SEARCH&authToken=DpBX&locale=en_US&srchid=2371142341380851232981&srchindex=7&srchtotal=687&trk=vsrp_people_res_photo&trkInfo=VSRPsearchId%3A2371142341380851232981%2CVSRPtargetId%3A7537948%2CVSRPcmpt%3Aprimary]

Also see:

[https://twitter.com/venture4america https://twitter.com/venture4america]

[http://www.youtube.com/watch?v=t383l_7-o4o&feature=youtu.be http://www.youtube.com/watch?v=t383l_7-o4o&feature=youtu.be] (Andrew Yang @ Georgetown TEDx)

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