University Innovation Fellows - User contributions [en]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:41:50Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department ===
<ul style="font-size: 12px; font-weight: normal;">
<li>The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline</li>
<li>A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus</li>
<li>Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.</li>
</ul>

=== Create a buddy system between departments ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== Start a club for Professors<br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation
*Promote new professorial club through department heads and by presenting them to academic deans across campus

== <br/> ==

== <br/> ==

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.
*The students that get involved with meeting these entrepreneurs and local businessmen, the easier it will be for these students to form important networks.

===      Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals.

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:41:08Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department ===
<ul style="font-size: 12px; font-weight: normal;">
<li>The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline</li>
<li>A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus</li>
<li>Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.</li>
</ul>

=== Create a buddy system between departments ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== <br/> ==

== <br/> ==

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:40:28Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department ===
<ul style="font-size: 12px; font-weight: normal;">
<li>The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline</li>
<li>A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus</li>
<li>Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.</li>
</ul>

=== Create a buddy system between departments ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== Start a club for Professors<br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation
*Promote new professorial club through department heads and by presenting them to academic deans across campus. 

== <br/> ==

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:39:40Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

=== <ul style="font-size: 12px; font-weight: normal;">
<li>The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline</li>
<li>A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus</li>
<li>Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.</li>
</ul>
===

=== Create a buddy system between departments<br/> ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== <br/> ==

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:39:25Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

=== <ul style="font-size: 12px; font-weight: normal;">
<li>The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline</li>
<li>A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus</li>
<li>Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.</li>
</ul>
===

=== Create a buddy system between departments<br/> ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== Start a club for Professors<br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus
*

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:38:56Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== <br/> ===

=== Create a buddy system between departments<br/> ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== Start a club for Professors<br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus
*

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:38:34Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

*The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
*A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus
*Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.

=== Create a buddy system between departments<br/> ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in one department and scarcity in the other.

== Start a club for Professors<br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus
*

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:37:37Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

*The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
*A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus
*Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.

=== Create a buddy system between departments<br/> ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

== <br/> ==

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:37:15Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

*The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
*A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus
*Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.

=== Create a buddy system between departments<br/> ===

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

== Start a club for Professors <br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus

=== <br/> ===

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:36:54Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

*The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
*A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus
*Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.

== Start a club for Professors <br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus

=== <br/> ===

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:36:24Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

=== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department<br/> ===

*The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
*A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus
*Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.

== Start a club for Professors <br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus

== Create a buddy system between departments <br/> ==

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:35:36Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

== Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department <br/> ==

*The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
*A list of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus
*Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement.

== Start a club for Professors <br/> ==

*Create affinity clubs for professors on campus related to entrepreneurship and innovation Promote new professorial club through department heads and by presenting them to academic deans across campus

== Create a buddy system between departments <br/> ==

*Ask departments to volunteer to become program-to-program buddies
*Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
*Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:33:12Z

Cdclark36:

== Overview ==

Coming soon: Your Video (Session 5)

== Strategy #1: Increase Communication Between Students in Different Departments ==

Sample Text

== Strategy #2: Boost Interdepartmental Communication Between Faculty ==

Require tenured faculty to take one class per academic year (not including sabbatical years) outside of their discipline/ department
The marketing research program in the business school at UW-Madison will research campus classes for professors with linkages to their area of interest outside of their discipline
List of classes will be provided to the academic school, and college program heads responsible for the 20 academic centers around campus.
Professors will be required to explore at least four different departments before exploring a class in a department they've previously interacted with as a part of this requirement

Start a club for Professors
Create affinity clubs for professors on campus related to entrepreneurship and innovation
Promote new professorial club through department heads and by presenting them to academic deans across campus

Create a buddy system between departments
Ask departments to volunteer to become program-to-program buddies
Require departments to list key resources and whether they are abundant, sufficient or scarce in nature
Match programs to be buddies by balancing resources where this is an abundance in ond department and scarcity in the other.

== Strategy #3: Create Clearer Pathways to Finding Valuable Mentorship ==

===      3.1 Distinguished Lunches ===

*The Weinert Center for Entrepreneurship holds Distinguished Entrepreneur Lunches regularly on campus.
*The idea of expanding these "Distinguished Lunches" to involve more cross-disciplinary faculty could prove beneficial in involving a wider range of students across campus.

===      3.2 Social Network for Mentor Matching ===

*Create a social network platform where mentors and students alike can create profiles. This could create an environment where it is much easier to put yourself out there for potential mentors to see. 
*Possibly create a questionnaire that matches students and mentors with similar interests and life goals. 

== Strategy #4: Broaden the Idea of Innovation and Entrepreneurship ==

Sample Text

== Related Links ==

Spring 2017 UIF:

[http://universityinnovation.org/wiki/Rachel_Acevedo Rachel Acevedo]

[http://universityinnovation.org/wiki/Hanna_Barton Hanna Barton]

[http://universityinnovation.org/wiki/Tayler_Nowak Tayler Nowak]

[http://universityinnovation.org/wiki/Camille_Clark Camille Clark]

[[Category:Student Priorities|Student_Priorities]]

Priorities:University of Wisconsin - Madison Student Priorities

2017-01-27T00:15:30Z

Cdclark36:

Resource:How to start a class on drone innovation

2017-01-09T01:27:49Z

Cdclark36:

== Introduction<br/> ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology </span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need<br/> ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal<br/> ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><br/>
== Topic<br/> ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support<br/> ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear then support would be pointless and unattainable.</span></span></span> <span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost<br/> ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependent on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty<br/> ==

<span style="font-family: arial, helvetica, sans-serif; color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span> <span style="font-family: arial, helvetica, sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span>

== Audience<br/> ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

== Lessons Learned ==
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><br/><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/>Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contributors<br/> ==

[[Kaleia_Kramer|Kaleia Kramer]]

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]<br/><br/>[[Camille Clark|Camille Clark]]

[[Category:Guides]]

Resource:How to start a class on drone innovation

2017-01-09T01:25:00Z

Cdclark36:

== Introduction<br/> ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology </span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need<br/> ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal<br/> ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><br/>
== Topic<br/> ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support<br/> ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear then support would be pointless and unattainable.</span></span></span> <span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost<br/> ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependent on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty<br/> ==

<span style="font-family: arial, helvetica, sans-serif; color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span> <span style="font-family: arial, helvetica, sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span>

== Audience<br/> ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

== Lessons Learned ==
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><br/><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/>Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contributors<br/> ==

 '''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]<br/><br/>[[Camille Clark|Camille Clark]]

[[Category:Guides]]

Resource:How to start a class on drone innovation

2017-01-09T01:23:47Z

Cdclark36:

== Introduction<br/> ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology </span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need<br/> ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal<br/> ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><br/>
== Topic<br/> ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support<br/> ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.</span></span></span> <span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost<br/> ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty<br/> ==

<span style="font-family: arial, helvetica, sans-serif; color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span> <span style="font-family: arial, helvetica, sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span>

== Audience<br/> ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

== Lessons Learned ==
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><br/><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/>Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contributors<br/> ==

 '''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]<br/><br/>[[Camille_Clark|Camille Clark]]

[[Category:Guides]]

Resource:How to start a class on drone innovation

2017-01-09T00:41:07Z

Cdclark36:

== Introduction == <span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone </span>technology,<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span> == Need == <font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/><br/></div>
<br/>== Goal == <font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><div><br/><br/></div><br/>== Topic == Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum. The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera. == Support == <span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.</span></span></span> <span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span> == Cost == Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources: #Grants.gov - a website providing grants for various programs and organizations #Faculty - support from endowed faculty with similar backgrounds #Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM) #Alumni donations #Angel Investors #Makerspaces - to provide space to work #Industry Donations - Various companies may provide training and products to familiarize students with current industry standards The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class. == Faculty<br/> == <span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span></span> <span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span> == Audience == Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span> == Lessons Learned ==<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/><br/></div><br/><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/><br/></div><br/><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>== Student Contribution == '''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]''' [http://universityinnovation.org/wiki/User:Mbarba '''Moises Barba'''] [[Camille Clark|Camille Clark]] <br/><br/><br/><br/><br/>

[[Category: Guides]]

Resource:How to start a class on drone innovation

2017-01-09T00:37:10Z

Cdclark36:

== Introduction ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone </span>technology,<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><div><br/></div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.</span></span></span>

<span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty<br/> ==

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span></span>

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span>

== Audience ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

= Lessons Learned =
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== <br/> ==

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]

[[Camille Clark|Camille Clark]]

Resource:How to start a class on drone innovation

2017-01-09T00:36:28Z

Cdclark36:

== Introduction ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone </span>technology,<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><div><br/></div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.</span></span></span>

<span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty<br/> ==

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span></span>

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span>

== Audience ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

Lessons Learned
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== <br/> ==

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]

[[Camille Clark|Camille Clark]]

Resource:How to start a class on drone innovation

2017-01-09T00:34:53Z

Cdclark36:

== Introduction ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone </span>technology,<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><div><br/></div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.</span></span></span>

<span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty<br/> ==

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span></span>

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.</span></span>

== Audience ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

== ==

= Lessons Learned =
<div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== <br/> ==

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]

[[Camille_Clark|Camille Clark]]

Resource:How to start a class on drone innovation

2017-01-09T00:32:35Z

Cdclark36:

== Introduction ==

<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone </span>technology,<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap;">and fosters creativity by merging the capabilities of drones with various academic fields.</span>

== Need ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">Access to cutting edge technology for a wide range of disciplines.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</span></div><div><br/></div>
== Goal ==

<font><span style="font-style: italic; color: rgb(0, 0, 0); font-family: Arial; font-weight: bold; font-size: 14.666666984558105px; white-space: pre-wrap;">To provide courses that offer practical experience and working knowledge of state-of-the-art technology.</span></font>
<div><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666984558105px; white-space: pre-wrap;">Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</span></div><div><br/></div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span style="background-color: transparent;">F</span><span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent;">aculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear, than support would be pointless and unattainable.</span></span></span>

<span style="color: rgb(0, 0, 0); white-space: pre-wrap; background-color: transparent; font-family: arial, helvetica, sans-serif; font-size: small;">Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too, could step in as mentors, given that they can offer knowledge on the industry they work in.</span>

== Cost ==

Funds for a student run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure success of the class.

== Faculty<br/> ==

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.</span></span>

<span style="font-family:arial,helvetica,sans-serif;"><span style="color: rgb(102, 102, 102); font-size: 14px;">Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines, but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curricculum to be just as cutting-edge as this market.</span></span>

== Audience ==

Sample text - <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">who would take the class</span>

== ==

= Lessons Learned =
<div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"><br/></div><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. COmbinig departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>

== Lessons Learned ==

Sample text - Lessons learned and tips for others <span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.666666666666666px; white-space: pre-wrap; background-color: transparent;">what worked and what didn’t, and your recommendations for others</span>

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba <b>Moises Barba</b>]

Fellow:Camille Clark

2017-01-05T16:31:23Z

Cdclark36: Camille Clark

Camille Clark brings her energy, creativity, expertise in yield management and leadership skills to help organizations in the hospitality and technology industries drive incremental revenue and introduce new product features. Camille has over five years of experience, covering a range of skills in analysis, strategic planning, corporate social responsibility, operational performance improvement, program evaluation and technology product design.Camille is working toward earning her MBA at the University of Wisconsin-Madison. 

[[File:Camille Clark.jpg]]

File:Camille Clark.jpg

2017-01-05T16:29:40Z

Cdclark36:

File:Clark Carmille.jpg

2017-01-05T16:25:03Z

Cdclark36: