University Innovation Fellows - User contributions [en]

Priorities:University of Richmond Student Priorities

2020-09-28T00:13:40Z

Da4ce:

'''University of Richmond -Strategic Priorities''' '''2020/21'''
'''Project Name: Establishing Open and Comfortable Relationships Between Students and Professors to Foster I&E Discussions
''Led By: Chloe Khoshand'''''
Description: In order to stimulate conversations between students and professors within the I&E realm, students first need to be able to have comfortable relationships with their professors. Understanding this, this project will target open spaces in the classroom--especially during the initial introduction of the student to the course--and build opportunities for professors to establish a working relationship with their students. The need to foster these relationships arises from speaking with students around campus (both students on campus and those remote) to see what their thoughts are concerning their relationships with their professors. Key Tactics:Create a comprehensive list of the different clubs/organizations on campus and how they relate to different regions of study on campus; professors can use this list within their courses to encourage students to refer to these programs depending on their interests
Encourage professors to communicate with their students on a more frequent basis depending on the comfort level of the professor when it comes down to the form of communication (texting, emailing, Zoom video chatting, etc)
Motivate professors to identify their day to day teaching methods at the beginning of each semester and make this information clear to students (ex: presenting a preliminary example of how the professor usually conducts their class whether they refer to PowerPoint notes daily, or employ video examples into their teaching)
Emphasize to professors the value of explaining their teaching styles to students early in the semester to make aware to students what they should expect from the course and the professor

'''Project Name: Student Approval Council for Class Creation/Process for Class Creation
''Led By: Nichole Schiff'''''
Description: The Student Approval Council for Class Creation/Process for Class Creation aims to give students a bigger voice in their education by providing them a platform to express their interests through the creation, alteration, and/or improvement of classes offered at the University of Richmond. This project is based on giving students the opportunity to pitch class ideas to a council of students and faculty that can help make these classes a reality. This can also include the alteration of higher level classes into ones that are open to more students (without so many prerequisites) so that they may explore this path of study.
Why Do We Need a Council for Class Creation/Process for Class Creation?
It is evident from research of speaking with students that many feel that their education is limited to the major path that they choose. Because of things such as prerequisites and limited course options without doing a major/minor in that subject, students feel that they are not given the opportunity to explore many of their interests. Even within major/minors, students feel that there are many topics the University does not have classes in. Even if the students' class idea does not become a reality, this will open the line of communication between students, faculty, and administrators in order to take student opinions into consideration when classes are being created, formed, and altered.

Key Tactics:
The Initial part of this project is the creation of a forum in which students can ideate, create, and propose their class idea. This can be accomplished through a checklist of objectives a student must follow before they are able to present their idea. This includes creating the idea (through a pre-designed form that they must fill out, having students get a set number of student signatures on their idea, as well as a professor who would be willing to teach their course/work with the student.
An essential part of this project is the creation of a Student Approval Council who works with the current Faculty Class Creation Council in order for students to be involved in the class creation process. We believe this should comprise a diverse group of (upperclassmen) students to transcend across various majors/minors. They can apply to be a part of this committee through a form we work with the Faculty Council to create.
The third important element of this idea is to create an event each semester or year that students can pitch their class ideas to the council after completing the initial steps. Their class idea can then be approved or rejected. If approved, the student will take next steps and begin to work with faculty and administrators in order to see if their idea could become an actual class, or if they could incorporate their ideas into a pre-existing class. 

'''Project Name: Virtual Innovation Space and raise awareness of innovation for all three schools
''Led By: Penny Hu'''''
Description: Problem -- students in schools other than the Business School feel that innovation and entrepreneurship doesn’t apply to them, innovations and entrepreneurship are not implemented in classes and students would love to have something innovation related in classes. There are no resources that are available for all students to help them if they need innovation skill guidance.
The virtual Innovation Space is an online platform that students would be available for students to use when they need innovation skills for their innovation related projects in classes. The space will contain a mural-like space and framework on how design thinking works and there will be advisors and students available in the virtual space for students to meet and help generate ideas. 
Key Tactics: 
1. The initial part of this project is working on projects in my team who works on introducing innovation into courses and identify what needs the students have for innovation connected with different classes
2. Present the idea to the Provost Innovation Committee to get support for both human resources and technology resources for the space. For the human resources, we need an innovation focused faculty who would be able to do office hours in the virtual innovation space and students who have learned innovation and entrepreneurship skills for other students to utilize when they need it. For technology, we need a space for students to help them generate their ideas, put them down and help them filter which one would be beneficial for them, they can go on zoom office hours with the faculty directors if they can’t figure out anything through their process.
3. When the space is developed, faculty would be able to include the link to the space on their syllabus and the director for the space can work to provide entrepreneurship speakers to talk about their innovation experiences and professors who have innovation related classes would also be able to let the director know that what help students may need for the class projects so they can help the students according to their needs.
'''Project Name: New Departmental Framework for course and content development
''Led By: Danny Anderson'''''
Description: Professors find administrative obstacles to fulfilling their role of updating and improving their curricula and course offerings. New courses can take many years or decades to establish due to a lengthy process, and meaningful changes to content often require approval from administrators and are fully standardized across sections of introductory classes. As a result, changes to the content offered by a department are slow and inconvenient for faculty. Reorganizing the methods by which content changes can accelerate classroom innovation at the University of Richmond.
Key Tactics:
1. The proliferation of special topics courses is a necessary structural step in providing a culture of experimentation by faculty. Professor contracts require a set number of courses per semester (typically 2-3) and departments plan a year or two in advance what these courses will be. One course per two or three semesters, for each full time faculty, should be reserved for a special topics course, newly designed by the teaching faculty. This will allow departments to learn more quickly what courses they should be incorporating into their fields of study and would encourage faculty to seek ideas from students and their field.
2. Departments have not coordinated innovation in their curricula, instead leaving professors individually to do the work and hopefully talk amongst each other. There needs to be a concerted effort at the department level to find areas for improvement of class offerings, and to meet objectives to that end. To this end, there should be established a biennial deliverable report from the chair of each department to the Provost’s office detailing the goals for innovation in the next two years, and the progress made on the previous two years’ goals.

'''Project Name: Creating innovation and design thinking “capsule” courses for specific fields
''Led By: Emma Johnson''''' 
Description: Although students at the university feel that they are gaining some knowledge of innovation and design thinking in their course curriculum, preliminary research has suggested that students might not feel entirely confident in their personal ability to innovate or in their knowledge of innovations within their field. Therefore, special “capsule” courses will be created with the aim of teaching principles of innovation and design thinking while simultaneously providing students with specific information about developing innovations in their field of study. 
Key Tactics: 
Surveys will be sent out to departments on campus, as well as to students from those departments, asking them questions about their level of knowledge about innovation and design thinking, as well as about the extent to which innovation and its principles are conveyed within the current curriculum. From these surveys, information will be gathered about what specific principles of innovation and design thinking workshop attendees might benefit from most. 
These “capsule” courses will act as “certifications” that may contribute to a workshop attendee’s resume, and will be taught over the span of a few, hour-long classes. Professors, innovative members of the community, and interested students will help plan the course curricula for each of these “capsule” courses so that all stakeholders feel they have sufficient input in the design and structure of the selected course.
To ensure that each department feels they have equal opportunity to see their information represented in one of these “capsule” courses, departments across campus will be linked together to put on these programs so that everyone gets a chance to participate. These departments will spend the duration of the “capsule” course together, understanding how each field contributes to the other’s respective understanding of each other. Fields that are closely-related will be linked together as often as possible so that attendees may understand how their field may interact with members of closely-related sectors. This would spur attendees to be more thoughtful about fostering collaboration between different fields going forward so that they do not become overly siloed. 

'''2019/20:'''
From our Landscape canvas, there are three main problems/issues that we identified as lacking in our campus I&E ecosystem:
#Faculty and I&E:  Some professors employ new creative teaching methods and mechanisms in class whilst others don’t. Some professors cross-collaborate with other departments and schools on campus, whilst others don’t/can’t. Faculty is too ‘busy’ or not all of them incorporate I&E elements/existing I&E resources on campus in their courses.
#Lack of coherence and access: There’s a lot of ground-level I&E going on campus but it’s pretty spread out (different departments have different stuff but with no central coherence and purpose). Likewise, access to many I&E resources on campus is limited.
#The Student Academic Experience & IE: While our Career Services office is one of the top in the country when it comes to job placements and grad schools, there is a skewed data and patterns on which majors most get placed and have better job opportunities. Also, although humanity should be a large part of the school academy, there are few opportunities for students.

For each of the problems above, we initially brainstormed a bunch of ideas and then in pairs, we chose the problem that we were most passionate to solve. Once the pairs were decided, we worked on our own prototypes, got feedback on them and the following strategic priorities were the final result:'''Problem 1: Faculty and I&E''''''Project 1: Increasing cross-collaboration between faculty from different departments and schools'''Led by Sandeep KumarDescription/goals: Working with the Faculty Hub to create an environment of “learning and sharing” amongst the faculty where the professors who are already incorporating existing I&E resources on campus (like speaker series, lectures and trips) into their courses, share how they do it and how other faculty can do so. Along with this, fostering better interdepartmental communication and expanding the already existing “meet and greets”How to do this/key tactics: Regular meetups with the faculty hub; talking to professors who are more I&E oriented (as per our canvas research) and working with their schedules to hold monthly I&E workshops for each department and keeping it open to all faculty. Also, working with the CCE who organizes campus wide faculty meet-ups to help expand what happens there and see if they need any help.'''Project 2: Helping faculty incorporate design thinking and I&E into their courses'''Led by Seema AhmedDescription: Annual I&E retreat -A yearly, two day retreat comprised of workshops on more modern teaching methods, led by both the fellows, the CIE committee on campus and some faculty.Resources Needed/Tactics:In order to actually develop this idea, we need faculty and administration funding and support in helping find accomodations, food, and other essential logistical aspects. Additionally we would need to hold a search to find good speakers and events to hold during the retreat in order to make the greatest impact with the time allotted. The project name is “The Retreat” and will also require various modern electronics to use in projects and presentations so that faulty begins to use more updated methods of teaching. '''Problem 2: Lack of coherence and access''''''Project 1: Increase the accessibility of Technology Learning Center(TLC)'''Led by Xiaodi Hu (Sara)Description/goals: A workshop model targeting specific students groups and organizations who might most need the TLC but can’t access it/have never really thought about using it; going to different classrooms/working with professors to show them how TLC can help them advance what they teach/perhaps better teach it, in more creative ways! How to do this/key tactics: 
#The workshops for students should a general introduction of different equipment and software, so students know what they can achieve with the help of TLC. (work with TLC to design these workshops and see if they need help; survey students and ask them what they need)
#It is preferred to have those workshops at the beginning but not the first week of the semester. (timing decisions)
#We can start with advertising it to members of related clubs (e.g. photography). (which groups to target)
#Put both short videos for specific problems as well as long online courses on the website and let student choose.
#Promote the usage of 3D-Printing, VR, etc among faculty members.
'''Project 2: Work on better advertising campus I&E resources (specifically the TLC and other technological resources)'''Led by Will WalkerSub Goals/objectives:
#Make more meaningful connections and engage the campus community with an emphasis on student organizations
#Develop effective communication strategy that is more connective, interactive, and engaging.
#Provide more direct explanation of resources and services available to students
#Ensure that departments aren’t siloed; more interdepartmental and interdisciplinary initiatives on campus.
How to do this/key tactics:Work on a comprehensive scheduling system with the TLC that allows students, faculty, and staff to engage resources and services year round. Encourage TLC to conduct more demonstrations on campus in popular locations and host bi-montly open-houses. Facilitate conversations around moving TLC to a more central/easily accessible location (which is already in progress!). Use their help to update/create an I&E website that highlight I&E related offerings, programs, and resources on campus'''Problem 3: Student Academic Experience & IE''''''Project 1: Inculcating soft skills in students'''Led by Kartikey SharmaExposed students to skills and concepts they’ll use regularly in their professional life beyond the domain-specific skills they gain through their major related classes. Such a curriculum will include skills and projects such as networking, design thinking, cognitive bias awareness, guided mastery against fear of failure/negative feedback etc. In this way, they would be exposed to skills which are used regardless of occupation in professional life, as well as be better equipped and for innovative pursuits.How to do this/key tactics: 
#Integrating these skills into the curriculum of courses already required for graduation such as First Year Seminars, or Wellness Courses.
#Triaging the skills which are most effectively teachable in a classroom setting based on discussion with faculty etc/
#Focusing on guided mastery and overcoming fear of failure and negative feedback, and communication techniques.
#Integrating an incentivization scheme parallel to these classes to provide students both the willingness and ability to pursue innovative project/gain practical abilities for their professional life in the real world. 
'''Project 2: Thriving Humanities--Student speaker series and other related events/programs'''Led by Bingjie LiuThriving Humanities project aims to Identify and create more opportunities for students with or considering humanity majors. Humanity majors include Art and Art History, Classical Studies, EnglishHistory, Latin American, Latino and Iberian Studies, Modern Literatures and Cultures, Music, Philosophy, Political Science, Rhetoric and Communication Studies, Religious Studies, Sociology and Anthropology, Theater and Dance and many interdisciplinary programs.Why Thriving Humanities project?The only humanity programs/student organization related to humanity are Humanity Fellowship Program and Renaissance Society. We have resources that support humanity: Modlin Center, Gallery, Career Service, First Year Seminar and Student Orientations. However, these resources do not connect with each other and they do not communicate well with each other. From the above description of the current situation for humanity majors on campus, there are limited resources and programs available on campus. From our interviews with first and second-year students, they are also hesitate to choose humanity majors How to do this/key tactics: 
#The major part of the project would be the Student Speaker Series. There are two parts of the series. First, upperclassman can share their experience of how they end up with humanity majors with underclassman who are interested in humanity majors. Second, Career Service can help upperclassman with humanity majors connect alumni who graduate with humanity majors by inviting these alumni to campus and they can share experience of how they end up with their jobs.
#The second part is the Humanity Week/Campaign where more connections across humanity departments could be enhanced. Art gallery can cooperate with Modlin Center to hold events related to art history and archaeology. Event like One book One Richmond could work with many humanity departments. In addition, departments could elect their own top 3 books, art work or music that fall under their categories, and they would share with all the students on campus.

= Related Links =
[[University_of_Richmond|University_of_Richmond]]2019 UIF Team Members[[Bingjie_Liu|Bingjie_Liu]][[Will_Walker|Will_Walker]][[Xiaodi_Hu|Xiaodi_Hu]][[Kartikey_Sharma|Kartikey_Sharma]][[Sandeep_Kumar|Sandeep_Kumar]] 
[[Category:Student Priorities]]
[[Category:Student Priorities]]
[[Category:University_of_Richmond]]
[[Category:Student_Priorities]]
{{CatTree|University_of_Richmond}}

School:University of Richmond

2020-09-21T03:20:59Z

Da4ce:

<span style="font-size: 11pt; font-family: Arial; background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Promoting student innovation and entrepreneurship:

The University of Richmond provides many valuable resources for students to learn and pursue their path of innovation and entrepreneurship. Our school has developed Living-Learning Programs, such as Richmond Endeavor and Sophomore Scholars in Residence. Many professors also incorporate elements of innovation and entrepreneurship into their courses. So, many students are learning the concepts of innovation and entrepreneurship from their classes. Additionally, we hold inspirational events for students to engage with I&E in-depth, including speaker series, symposiums, and Jepson Leadership Forum. Our school also offers how-to workshops to teach students how to apply our knowledge to real-world contexts. Our Marketing and Communication strategies effectively help the school let students know these opportunities on campus. Media, such as Spiderbytes, UR Collegian Newspaper and Forum Magazine, presents a clear image of what students can learn and achieve on campus. 

The University of Richmond helps enable students’ passion for innovation and entrepreneurship by directly creating courses for this specific category in both undergraduate and graduate levels. Students themselves also create extracurricular activities related to I&E, such as Entrepreneurship Club and Seeds Project. Additionally, students have access to a variety of extracurricular mentorship organizations, both social and professional, that foster personal growth while at the university. Some of these organizations are major or interest-specific, while others have a broader focus on adjusting to university life. Examples of these organizations include Alpha Sigma Kappa (Women in STEM), the Robins Mentoring Program, and so on.

Students are encouraged to enhance their learning by participating in extracurricular competitions such as the Business Pitch Competition, Jepson Ethics Bowl, and more. Career Services at the University of Richmond also offers students tour to the Virginia Startups, where many startups gather. More importantly, the University of Richmond emphasizes how students apply what they have already learned to practice through the Richmond Guarantee and by serving in the community. For example, some student organizations, such as Lakeside Consulting Group, leverage students talents for the good of the greater Richmond community by offering their services to local business. The school provides fundings called Richmond Guarantee for students to participate in research with professors and internships at different corporations. During their time at Richmond, there are hundreds of places where students can gain hands-on experiences, such as brainstorming activities, group projects, experiments, prototypes, and technical training. In addition to the spaces on campus, student employment offers students to experience the real-life work environment and helps them get ready for their professional careers after graduation, beyond what Career Services programming offers. Career consulting, mock interviews, on-campus recruiting, and resume checks are all facilitated by Career Services with the aim of providing students with internship and job opportunities 

Encouraging faculty innovation and entrepreneurship:

The University of Richmond can be characterized as a place where faculty are more recently being supported and urged to be entrepreneurial. While this is true, there seems to be more short-term institutional support compared to long-term. Just last year, the Robins School of Business opened the EY Innovation Lab which is intended for student and faculty use. The purpose is for faculty and students alike to have a creative space in which to brainstorm and prototype their ideas, with unique features such as all whiteboard walls and plenty of screen space. Because of this, faculty in the business school have often opted to hold classes in the room and urge students to take advantage of it. Additionally, while there is a Spatial Analysis lab and various departmental research labs, there are no related graduate or certificate programs. Furthermore, there is a Creativity-Innovation-Entrepreneurship Faculty Committee which is led by the Office of the President. While faculty are more recently being pushed towards entrepreneurship and innovation, students at the University of Richmond seem to have more support and encouragement in this realm. It is also of note that the Robins School of Business may be pushed more heavily in this direction.
<span style="font-size: 11pt; font-family: Arial; background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Facilitating university-industry collaboration:The University of Richmond provides opportunities for students to engage innovation and entrepreneurship in a number of different ways. The most significant is through the various departmental lab spaces that are available for student use on campus. Frequently, students in Arts and Sciences courses utilize these research spaces to develop something new. The Digital Research and Spatial Analysis labs also provide opportunities for students to engage in cutting edge-research. UR also dedicates $2 Million each year in Natural Sciences Research Grants for undergraduate students. These are great resources for current students; however, these resources are not extended to alumni use. Post-graduation, the University does not provide much opportunity for students to engage innovation. There are currently no resources related to raising capital at the university, although it is surrounded both regionally and locally by a number of venture capital firms. In general, most students do not utilize the limited networks that are available for their development, if they are aware that those networks exist. For example, if a student wishes, they may reach out to members of the Alumni Network for support, advice, and potential job or internship opportunities. However, it is suspected that not many students take advantage of these opportunities.   
 Engaging with regional and local economic development efforts: 
<span style="font-size: 11pt; font-family: Arial; background-color: transparent; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">The University of Richmond approaches regional and local innovation and entrepreneurship in very limited ways. Upon review, the University of Richmond offers connections with a variety of regional innovation opportunities and networks such as the Greater Richmond Chamber, The Venture Forum, and Feast RVA. These networks and organizations provide some resources to University of Richmond students, but looking at current student outcomes, it seems that these services and networks are not highly utilized or even highlighted or pointed out to students who might possesses an interest in exploring or developing a startup culture after the completion of the undergraduate studies.
The University of Richmond approaches regional and local innovation and entrepreneurship in very limited ways. Upon review, the University of Richmond offers connections with a variety of regional innovation opportunities and networks such as the Greater Richmond Chamber, The Venture Forum, and Feast RVA. These networks and organizations provide some resources to University of Richmond students, but looking at current student outcomes, it seems that these services and networks are not highly utilized or even highlighted or pointed out to students who might possesses an interest in exploring or developing a startup culture after the completion of the undergraduate studies.

The University has implemented some initiatives to have greater regional impact, which could possibly act as outlets for entrepreneurship and innovation in the university community. The biggest initiative of the university to engage with the greater community is through UR Downtown, which offers students a 'shared learning environment and platform for engaging together in the heart of a diverse metropolitan area.' It is meant to support cross-sector collaboration and economic impact in the Richmond City, and also facilitate new learning opportunities using Richmond's entrepreneurial, governmental and legal hubs downtown. 

UR also has the Bonner Center for Civic Engagement to connect students, faculty, staff and community stakeholders in social change efforts utilizing the knowledge and potential of these communities. Bonner Scholars are named, and do social work in the area. There seems to be scope for entrepreneurial innovation through this channel as well.

= Related Links =

[[University_of_Richmond_Student_Priorities|University_of_Richmond_Student_Priorities]]

2019 UIF Team Members

[[Bingjie_Liu|Bingjie_Liu]]

[[Will_Walker|Will_Walker]]

[[Sandeep_Kumar|Sandeep_Kumar]]

[[Xiaodi_Hu|Xiaodi_Hu]]

[[Kartikey_Sharma|Kartikey_Sharma]]
[[Category:Schools]]
[[Category:University_of_Richmond]]
{{CatTree|University_of_Richmond}}

Topic:Vsxvhr0v0natoi8h

2020-08-30T18:52:21Z

Da4ce (talk | contribs) commented on "Creative learning at University" (Hey folks- I am actually super interested in this too. Our system is set up to make it easier for administrators and bureaucrats to asses...)

Fellow:Danny Anderson

2020-08-29T23:07:05Z

Da4ce: /* Bio */

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;Name:Danny Anderson
;School (Cohort):University of Richmond (2020 cohort)
;Majoring in:Philosophy, Politics, Economics, and Law
;Country:United States
;Email:[[Special:EmailUser/Da4ce]]
|}

==Bio==
Daniel Rodrigo Anderson is an undergraduate student at the University of Richmond. He is studying Philosophy, Politics, Economics, and Law (PPEL). This interdisciplinary program studies public policy solutions and social challenges through both normative and empirical lenses.

Danny was born in New Jersey, however has spent much of his life as an ex-pat. Holding citizenships from both Spain and the United States thanks to parents from each country, he lived in both Australia and Singapore before moving back to the United States. This international background has provided him with a truly international perspective that continues to drive his passion for political progress at all levels.

In April 2019, Danny joined the office of Virginia State Delegate Mark Levine, where he still serves an aide supporting the work of the Virginia General Assembly on criminal justice, education, and healthcare, among other state issues. This work included briefing Del. Levine on the advice of interest groups, crafting a better system for the flow of thousands of constituent emails and letters, and communicating with constituents. Danny has also volunteered for entrepreneur and nonprofit CEO Andrew Yang's campaign for President of the United States.

These experiences have given him a broad understanding of policy development and the public perception and needs that fuel it. As a new University Innovation Fellows candidate, Danny is excited to address the need to make public systems more innovative, from his university to the world.
==Social media profiles==
Twitter: @Dani_Rodrigo__
LinkedIn: https://www.linkedin.com/in/daniel-anderson-85568b18a/

[[Category:University of Richmond (2020 cohort)]]
[[Category:Student Contributors]]

{{CatTree|University of Richmond}}

Fellow:Danny Anderson

2020-08-29T23:02:48Z

Da4ce: /* Achievements */

{| class="wikitable" style="border: 5px ridge grey; float:right;"
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;Name:Danny Anderson
;School (Cohort):University of Richmond (2020 cohort)
;Majoring in:Philosophy, Politics, Economics, and Law
;Country:United States
;Email:[[Special:EmailUser/Da4ce]]
|}

==Bio==
Daniel Rodrigo Anderson is an undergraduate student at the University of Richmond. He is studying Philosophy, Politics, Economics, and Law (PPEL). This interdisciplinary program studies public policy solutions and social challenges through both normative and empirical lenses.
Danny was born in New Jersey, however has spent much of his life as an ex-pat. Holding citizenships from both Spain and the United States thanks to parents from each country, he lived in both Australia and Singapore before moving back to the United States. This international background has provided him with a truly international perspective that continues to drive his passion for political progress at all levels.
In April 2019, Danny joined the office of Virginia State Delegate Mark Levine, where he still serves an aide supporting the work of the Virginia General Assembly on criminal justice, education, and healthcare, among other state issues. This work included briefing Del. Levine on the advice of interest groups, crafting a better system for the flow of thousands of constituent emails and letters, and communicating with constituents. Danny has also volunteered for entrepreneur and nonprofit CEO Andrew Yang's campaign for President of the United States. These experiences have given him a broad understanding of American public policy development and the public perception and needs that fuel it.
As a new University Innovation Fellows candidate, Danny is excited to address the need to make public systems more innovative, from his university to the world.
==Social media profiles==
Twitter: @Dani_Rodrigo__
LinkedIn: https://www.linkedin.com/in/daniel-anderson-85568b18a/

[[Category:University of Richmond (2020 cohort)]]
[[Category:Student Contributors]]

{{CatTree|University of Richmond}}

Fellow:Danny Anderson

2020-08-29T23:02:15Z

Da4ce: Created Fellow Page - 2020

{| class="wikitable" style="border: 5px ridge grey; float:right;"
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|[[File:Danny_Anderson_Profile.png|300px]]
|-
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;Name: Danny Anderson
;School (Cohort): University of Richmond (2020 cohort)
;Majoring in: Philosophy, Politics, Economics, and Law
;Country: United States
;Email: [[Special:EmailUser/Da4ce]]
|}

==Bio==
Daniel Rodrigo Anderson is an undergraduate student at the University of Richmond. He is studying Philosophy, Politics, Economics, and Law (PPEL). This interdisciplinary program studies public policy solutions and social challenges through both normative and empirical lenses.
Danny was born in New Jersey, however has spent much of his life as an ex-pat. Holding citizenships from both Spain and the United States thanks to parents from each country, he lived in both Australia and Singapore before moving back to the United States. This international background has provided him with a truly international perspective that continues to drive his passion for political progress at all levels.
In April 2019, Danny joined the office of Virginia State Delegate Mark Levine, where he still serves an aide supporting the work of the Virginia General Assembly on criminal justice, education, and healthcare, among other state issues. This work included briefing Del. Levine on the advice of interest groups, crafting a better system for the flow of thousands of constituent emails and letters, and communicating with constituents. Danny has also volunteered for entrepreneur and nonprofit CEO Andrew Yang's campaign for President of the United States. These experiences have given him a broad understanding of American public policy development and the public perception and needs that fuel it.
As a new University Innovation Fellows candidate, Danny is excited to address the need to make public systems more innovative, from his university to the world.

==Achievements==

==Social media profiles==
Twitter: @Dani_Rodrigo__
LinkedIn: https://www.linkedin.com/in/daniel-anderson-85568b18a/

[[Category:University of Richmond (2020 cohort)]]
[[Category:Student Contributors]]

{{CatTree|University of Richmond}}

User:Da4ce

2020-08-29T23:02:15Z

Da4ce: Redirect to Fellow Page

#REDIRECT [[Fellow:Danny Anderson]]

File:Danny Anderson Profile.png

2020-08-29T21:41:41Z

Da4ce: