University Innovation Fellows - User contributions [en]

Fellow:Dan Daffinrud

2016-02-19T00:36:19Z

Emobrien08:

Fellow:Emily O'Brien

2016-02-19T00:34:43Z

Emobrien08:

[[File:Emily OBrien Headshot.jpeg|thumb|Emily OBrien Headshot.jpeg]]Emily O'Brien a native of Lakeville, MN and graduate of the University of North Dakota in Entrepreneurship<span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;"> and Business Management, now pursuing her Master's in Entrepreneurship. In the past few years at the University of North Dakota, Emily has had the privilege to be apart of many different organizations on campus. She held positions in her sorority; Gamma Phi Beta as Vice President of Risk Management, Recruitment, Panhellenic Council Vice President, Chair of Greek Judicial Advisory Board, and currently holds positions in the School of Business and Public Administration Student Advisory Board as President, and serves as the President of Dakota Venture Group. Currently, she works as an Entrepreneur Specialist at the Center for Innovation helping entrepreneurs with their business ventures. Emily was also apart of the team that helped establish 1 Million Cups Grand Forks, and Startup Weekend Grand Forks. Additionally, Emily is working to establish a Co-Working Space in Greater Grand Forks, creating entrepreneur synergy, providing workstations, meeting space, technology infrastructure, and programming for independent professionals, freelancers, micro-business owners, and startups. Emily was also the lead for the Nation's First Student Venture Capital Summit, bringing together Student Venture Funds and professional leaders from all over the United States. Emily serves on the Grand Forks Herald Advisory Board, Grand Forks & East Grand Forks Chamber of Commerce Ambassadors Committee, Corvida Medical's Advisory Board, and UND School of Entrepreneurship Professional Practice Advisory Council. She has a passion for helping startup companies, nonprofits, investing, event planning and working with others. Emily strives to learn all that she can, that pushes her to continue to grow her knowledge and contributing to the entrepreneur ecosystem is an opportunity she truly values.Email: emilymarieobrien@gmail.com

[https://www.linkedin.com/in/emily-o-brien-446ab649 LinkedIn] [https://twitter.com/UNDEmily Twitter] [https://www.facebook.com/emobrien08 Facebook]

[[Category:StudentContributors|e]]

Fellow:Emily O'Brien

2016-02-19T00:18:17Z

Emobrien08:

[[File:Emily OBrien Headshot.jpeg|thumb]]Emily O'Brien a native of Lakeville, MN and graduate of the University of North Dakota in Entrepreneurship<span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;"> and Business Management, now pursuing her Master's in Entrepreneurship. In the past few years at the University of North Dakota, Emily has had the privilege to be apart of many different organizations on campus. She held positions in her sorority; Gamma Phi Beta as Vice President of Risk Management, Recruitment, Panhellenic Council Vice President, Chair of Greek Judicial Advisory Board, and currently holds positions in the School of Business and Public Administration Student Advisory Board as President, and serves as the President of Dakota Venture Group. Currently, she works as an Entrepreneur Specialist at the Center for Innovation helping entrepreneurs with their business ventures. Emily was also apart of the team that helped establish 1 Million Cups Grand Forks, and Startup Weekend Grand Forks. Additionally, Emily is working to establish a Co-Working Space in Greater Grand Forks, creating entrepreneur synergy, providing workstations, meeting space, technology infrastructure, and programming for independent professionals, freelancers, micro-business owners, and startups. Emily was also the lead for the Nation's First Student Venture Capital Summit, bringing together Student Venture Funds and professional leaders from all over the United States. Emily serves on the Grand Forks Herald Advisory Board, Grand Forks & East Grand Forks Chamber of Commerce Ambassadors Committee, Corvida Medical's Advisory Board, and UND School of Entrepreneurship Professional Practice Advisory Council. She has a passion for helping startup companies, nonprofits, investing, event planning and working with others. Emily strives to learn all that she can, that pushes her to continue to grow her knowledge and contributing to the entrepreneur ecosystem is an opportunity she truly values.

[[Category:StudentContributors|e]]

Fellow:Dan Daffinrud

2016-02-19T00:17:50Z

Emobrien08:

School:University of North Dakota

2016-02-19T00:14:19Z

Emobrien08:

= Overview =

Classified as a high research activity, doctoral/professional and engaged university by the Carnegie Foundation for the Advancement of Teaching, the University of North Dakota is a coeducational, state-supported institution which recorded an enrollment of 14,906 students in the fall of 2014. UND is located in Grand Forks, a city of 50,000 situated across the Red River from East Grand Forks, Minnesota, about 300 miles northwest of Minneapolis and 150 miles south of Winnipeg.

This university is characterized by a solid foundation in the liberal arts, a manageable size, high-quality students and faculty, a comprehensive curriculum, a widely recognized program of graduate education and research, law and medical schools praised for quality and innovation, rich cultural resources, and an outstanding record of alumni support.

The University’s undergraduate and graduate programs are offered in 239 fields of study through the College of Arts and Sciences (which includes a major division devoted to music, theater and art), Odegard School of Aerospace Sciences, College of Business and Public Administration, College of Engineering and Mines, College of Nursing and Professional Disciplines, College of Education and Human Development, School of Law, School of Medicine and Health Sciences, and School of Graduate Studies (offering the doctorate in 29 programs, the specialist’s degree in one program, and the master’s degree in 56 programs).

In the fall of 2014, about 37 percent of UND’s students were residents of North Dakota and about 34 percent were from Minnesota, with the remainder representing every other state, Canada, and about 50 other countries. Some 77 percent were enrolled in UND’s undergraduate programs. The University awarded 3,169 degrees in 2013-2014, including 1,987 undergraduate degrees, 772 master’s degrees, 104 doctoral degrees, 75 law degrees, 64 M.D. degrees, and 100 certificates.

The University had $99.1 million in total research and sponsored program expenditures in fiscal year 2014.

Faculty at the University number 822, with a total workforce of 2,789.

UND’s 548-acre campus, regarded as one of the most beautiful in the region, includes 243 buildings and more than 6.6 million square feet of space. Facilities include the Gorecki Alumni Center, the gateway to campus, the Wellness Center, and the Ralph Engelstad Arena, home of the University’s NCAA Division I ice hockey program. The Alerus Center, a 22,000-seat events and conference facility, joins such venues as the Fire Hall Theatre, Empire Arts Center, and North Dakota Museum of Art, as well as UND’s Chester Fritz Auditorium, Burtness Theatre, Hughes Fine Arts Center, and Hyslop Sports Center in bringing cultural, entertainment, and athletic programming to the community. New construction includes a four-story School of Medicine and Health Sciences, renovation and addition to the School of Law, and the Athletic High Performance Center.

= '''Student Innovation and Entrepreneurship''' =

The University of North Dakota was one of the first institutions in the nation to have a fully functioning School of Entrepreneurship. Within the SoE, there are 3 programs that students can major or minor in the SoE. These departments include Information Systems and Business Communications , Technology and Entrepreneurship.

=== ISBC ===

The Bachelor of Business Administration with a major in Information Systems is offered through the Department of Information Systems and Business Communication. This major offers broad preparation for a variety of information systems careers in corporate, government, and small business environments. Information Systems graduates attain careers as network administrators, database developers, information systems analysts, software programmers, technology consultants, computer support specialists, and a wide variety of emerging positions within the information systems and technology field. Positions range from entry-level information management systems positions, e.g., technical support, to those in senior management, e.g., Chief Information Officer (CIO).

=== Technology ===

The Graphic Design Technology program is an innovative, multidisciplinary major that integrates courses drawn from various academic departments. The major includes a significant business component—the Entrepreneurial Studies Certificate program—which is unique in comparison to all other graphic design programs in this region and most graphic design programs nationally. The Graphic Design Technology program combines theory and practice, and application and production in a liberal arts context giving students a solid university education. It provides students majoring in Graphic Design Technology with a diverse range of learning experiences and opportunities in a flexible, technology-rich environment.

Throughout this program students learn to plan, analyze, and create solutions to visual communication problems. They consider cognitive, cultural, physical, economic, political, psychological and social factors in planning and executing graphic designs appropriate for a given context. Students use a variety of print, electronic, and photographic media and technologies during the design process. The professional Graphic Design Technology program prepares students for an array of exciting careers in business, government, industry and education.

=== Entrepreneurship ===

Entrepreneurship is a multidisciplinary program within the College of Business and Public Administration. This program will prepare students to design and launch their own ventures, regardless of mission (for profit, not-for-profit or social), or effectively serve existing organizations. Entrepreneurship courses and programs are offered to both business and non-business majors.

The Entrepreneurship Major is designed to help prepare students for effective new venture creation and management. Students majoring in Entrepreneurship will pursue in-depth study of the needs of new and emerging ventures and existing businesses, using an entrepreneurial focus. Additionally, Entrepreneurship majors are challenged to pursue development of their own business ideas and opportunities. While it is not expected that all students in the Entrepreneurship major will establish new ventures immediately upon graduation, there is reason to believe that eventually, many Entrepreneurship graduates will start their own businesses. There is also a three-course Entrepreneurship Track available to business students majoring in one of the other disciplines who would like to add an entrepreneurship emphasis to their educational experience.

The College also offers a sixteen-credit Entrepreneurship Certificate program for non-majors. This program will appear on student transcripts to provide official recognition for completion of this entrepreneurship educational experience. This course sequence will provide opportunities for non-business majors to learn about business and administrative functions and to provide career enhancement. Students will better understand how the business functions will play a role in their future endeavors and how they can succeed in these efforts.

Entrepreneurship students are encouraged to immerse themselves in the practice of entrepreneurship and build a large portfolio of entrepreneur experiences while enrolled in the program. The more engaged the student becomes with the program, the more success and growth is experienced. This experiential learning includes such activities as doing class projects involving innovation and venturing, networking with successful entrepreneurs, getting involved in student groups, or participating in special events like the Department’s own Entrepreneurship Challenge Business Plan Competition.

== '''Center for Innovation''' ==

The '''''Center for Innovation''''' at the University of North Dakota was among the first entrepreneur outreach centers in the nation when formed in 1984.  The Center provides assistance to innovators, entrepreneurs, and researchers to launch new ventures, commercialize new technologies, and secure access to capital from private and public sources.  The Center manages two tech incubators in the UND Tech Park, provides SBIR outreach to the state's tech community, helping more than 40 companies secure more than $30 M in SBIR awards, the top source for seed capital for tech entrepreneurs. Since 2006, the Center for Innovation Foundation has helped 160 angel investors in launching nine angel funds in North Dakota and northwest Minnesota. These funds have invested  in 43 ventures  which--with co-investment and syndication--have resulted in over $26 million of equity investing, an average investment of $600,000 per venture.  It is also home to the only fully student managed venture fund in the nation where students make the actual investment decisions, Dakota Venture Group. The Center has fostered over 670 startups, which employs more than 6000 people and have attracted over $140 M in investment.  The Center was named  the state’s first  Center for Excellence in Economic Development in 2003 while building the Ina Mae Rude Entrepreneur Center. The Center for Innovation's vision and mission is to maintain national leadership in entrepreneur outreach and education, and become the leader in tech entrepreneurship in rural America. Our goals are to:

*Grow entrepreneur ventures
*Foster Innovation
*Secure access to entrepreneur capital
*Provide superb entrepreneur infrastructure
*Provide world-class entrepreneur education with the UND Entrepreneur Program 

== '''Dakota Venture Group''' ==

The Dakota Venture Group (DVG) is a University of North Dakota student run venture capital investment fund. DVG is the first completely student run venture capital fund in the United States. DVG provides students the opportunity to conduct due diligence, make final investment decisions, and negotiate deal term structure. DVG members represent a variety of academic disciplines and backgrounds, including accounting, finance, entrepreneurship, law, marketing, and engineering. By participating in Dakota Venture Group, UND students receive an unheard of opportunity for experiential learning in the field of venture capital and angel investing. The investment strategy of DVG includes making investments in high-growth ventures started by entrepreneurs in the United States, with preference given to regional and student initiated ventures. All investments are made with the goal of fostering economic growth. Over the past few years more than 80 DVG student members have screened numerous companies and made multiple investments. The Dakota Venture Group was established in September 2006 through a donation from the Dakota Foundation.

== '''College of Engineering and Mines''' ==

The following undergraduate programs are offered:

*Chemical Engineering
*Civil Engineering
*Electrical Engineering
*Geology and Geological Engineering
*Mechanical Engineering
*Petroleum Engineering

All programs are ABET accredited (our new Petroleum Engineering program has not yet completed the accreditation process) and supported by dedicated faculty, small class sizes and well-equipped laboratories.

= '''Faculty Innovation and Entrepreneurship''' =

Aside from tenure and contractual requirements, innovation and entrepreneurship is not, widely promoted to faculty for personal discovery or research. There is a growing movement on campus within faculty and leadership that hopes to change the current mindset- a movement that will no doubt find immense value in the findings of the UI fellow program and the landscape canvas. This movement gained immense strength with a series of demonstrations of support, vocal and in action, by the students and staff. These projects are not university driven- they're done on the faculty's own time. Faculty are encouraged to document and file all intellectual property they generate, some of which is forwarded to the TTO and processed.

= '''Technology Transfer''' =

The University expects faculty/staff to continue their professional development through active participation in research and other scholarly pursuits.

Since the University resources available for such activities are limited, the University encourages faculty/staff to solicit and obtain funds from potential sponsoring agencies, such as federal and state government, private foundation, industry and business.

This external support is generally awarded as grants, contracts, or cooperative agreements, with the University of North Dakota as the responsible fiscal agent.

A faculty or staff member is named as Principal Investigator (PI), and is responsible for conducting the instructional, research or service project in accordance with the conditions of the award.

Two offices exist to facilitate the process of obtaining extramural funding and administering awards that are received: Research Development & Compliance (RD&C) and the Grants & Contracts Administration (GCA) office.

Facilitating University-Industry Collaboration

This process is handled in large by the Center for Innovation located on campus. The Center has achieved 30 years of self-sufficiency securing over $30 M in entrepreneur infrastructure, services, outreach and endowments ''(very ''rare in economic development).  In the spirit of entrepreneurship, the Center pays its own way through fees for services, contracts, incubator rents and grants from foundations, entrepreneurs and government sources.

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

== Grand Forks Chamber of Commerce ==

The Chamber identifies and serves the needs of business. We work to increase prosperity by encouraging the growth of existing businesses and fostering establishment of new ones. We provide representation in government affairs at local, state, and national levels. We develop partnerships with educational, cultural, civic and service organizations. We gather facts, provide information, and facilitate discussions on key issues that impact business, the economy and the community as a whole.

== Grand Forks Region Economic Development Corporation ==

Economic development success is spurred by collaboration between public and private sectors investing in the Grand Forks Region EDC and supporting a shared vision for a vibrant regional economy.

== One Million Cups Grand Forks            ==

1 Million Cups is a free, weekly national program designed to educate, engage, and connect entrepreneurs. Developed by the Kauffman Foundation, 1MC is based on the notion that entrepreneurs discover solutions and network over a million cups of coffee. Grand Forks 1MC is one of the top 5 in membership and weekly attendance in the nation. 

= Related Links =

=== [http://universityinnovation.org/wiki/Emily_O%27Brien University of North Dakota University Innovation Fellow - Emily O'Brien] ===

=== [http://universityinnovation.org/wiki/Dan_Daffinrud University of North Dakota University Innovation Fellow - Dan Daffinrud] ===

=== University of North Dakota University Innovation Fellow - Benjamin Olson ===

=== [http://universityinnovation.org/wiki/University_of_North_Dakota_Strategic_Priorities University of North Dakota Strategic Priorities] ===

== [https://docs.google.com/presentation/d/14B_1u24lguILEtXWmshtfKMWCF3b4YtTiaOKddD7pc0/edit#slide=id.gded0dd295_2_14 University of North Dakota Landscape Canvas] ==

[[Category:Universities]]

Priorities:University of North Dakota Strategic Priorities

2016-02-19T00:13:11Z

Emobrien08:

= Project Pitch Video =

{{#Widget:Youtube|id=QpxvfaKQY34}}

= '''Strategic Priority No.1: Initiating Outreach''' =

Initiating Outreach between the students and faculty on the local and regional communities can highlight the prioritization in three different areas of analysis: entrepreneur education and creativity, engineering education and design thinking, and finally development experiential learning. An actionable agenda will be provided for a simplified overview and implementation.

== Student Entrepreneurship Society ==

Develop a group of students interested in Innovation and Entrepreneurship who meet up across campus to discuss ideas, meet with entrepreneurs and attends events around innovation and Entrepreneurship.

=== Engaging in Entrepreneurship Education ===

Working on building our creativity, innovation and entrepreneurship is priority number one, however we could facilitate interest among k-12 students as well. This would be a draw for the University with us being the only university with a school of Entrepreneurship in the region, but more importantly instill beneficial skills in the youth of our region.

=== Helping our startup community ===

Working with startups on select projects locally would provide beneficial learning opportunities for the students, while being a boon to startups in the region. We believe a diverse group of students (ie. Engineers, entrepreneurs, graphic designers, etc.) would benefit from this real world experience. Also, the students will be able to get a feel for startups as a potential career path after school.

=== Strategic Action Agenda No. 1 ===

·         Grassroots campaign to build a network of students interested in Innovation and Entrepreneurship, regardless of major.

·         Hold first meeting to outline priorities, brainstorm vision for organization

·         Target students while they are Freshman and Sophomore level standing

·         Bring in a collection of mentors and speakers to educate, motivate and guide our group on future projects.  

== Engaging in Entrepreneur Education ==

Working with students in K-12 education as a platform for entrepreneurship can bring major results and ideation into the classroom. By creating and entrepreneur outreach program, college students can aim to educate the younger generations about entrepreneur studies. With the prioritization of creativity in entrepreneurship with the understanding of business skills and strategies, an increase in entrepreneurial activity will occur and benefit community constituents.

== Engineering Education and Design Thinking ==

With many technological disruptors in today’s society, it is clearly seen that the aims of engineering and the possibilities have grown (and will continue to grow) exponentially. The more fluid this technology gets, the easier it is to integrate said technologies in younger demographics. New technology, along with essential engineering concepts can both aid and contribute to the design thinking process of a child’s life. By increasing the design thinking process, there can be deeper growth, passion, and understanding for the sciences that are leading our world into the future.

== Development of Experiential learning ==

The development of hands-on learning has been a main driver for change within the last decade. Educators and students are feeling the effects of experiential learning in many capacities. By taking the creativity and process function from entrepreneurship and the design thinking concepts in engineering, it is only logical to find the best possible solution to implement change that transforms into something dually viable and beneficial to an outreach program.

== Strategic Action Agenda No.1: ==

·         Build a combined team of education students, entrepreneur students and engineering students to preform K-12 outreach

·         Receive assistance from university faculty in the educational, entrepreneurial and engineering concepts that can be communicated to students in K-12 Education

·         Host or facilitate community seminars of experiential learning and highlight the constituents affected, areas served and success stories

·         Develop skills in the university students and the K-12 students

·         Establish a mindset that this university is a friendly and inviting atmosphere for incoming students

 

= '''Strategic Priority No.2: Develop Talent''' =

Developing the talent that UND students possess must be prioritized by faculty in order for a student to grow academically.  There are three main areas where the development of talent can blossom into experiences that shape a student’s ability to take on new challenges: looking at resources at the university, improving the development culture and building a sustainable process to support development.

== Grand Challenge Program ==

The University of North Dakota College of Engineering and Mines (CEM) is among more than 120 US Engineering colleges to have committed to the Grand Challenge Scholars Program. Our task is lay the groundwork from a student and faculty perspective to this program designed to broaden Engineer’s academic and practical experience beyond the traditional engineering education.

=== Resources at UND ===

We will be working with the Jodsaas Center, which is designed to further Engineering leadership and Entrepreneurship by providing students opportunities within business, entrepreneurship and leadership. We will combining this with the opportunities already available through the Center for Innovation, and our Student Entreprenuership Club to leverage this opportunity for the benefit of the students.

=== Peer to Peer Networking and Learning ===

We have noticed that with the Engineering program housed in their own building, students within that program are not engaging with students within the Entrepreneurship, Business and Liberal Arts programs. Our goal will be to use this as a starting point to engage all of the students, and get creativity and innovation flowing across campus.

=== Building a Sustainable Program ===

                We are looking to build off of 1 Grand Challenge event regarding interviewing skills, to build a set up 6-8 sessions during the 2016-2017 academic year. If we can build a beneficial program designed for students, we believe we can sustain the program for years to come.

=== Strategic Action Agenda No. 2: ===

·         Recruit a group of 15-30 students who are interested in improving their interviewing skills

·         Bring in outside speakers who are experienced with this topic

·         Provide a half-day experiential learning opportunity for the students with a mix of lecture and practice.

·         Report results back to the CEM to show progress, with a plan for future series of events next academic year. 

== Resources available at UND ==

There are so many resources that are available at UND that students can use to find ways to improve their talents in many different fields of study. From the UND Career Center, to the Pancratz Career Center in the College of Business, or even looking to the resources in the various departments on campus. The opportunities are out there. Referring students to capitalize on these opportunities can be the main factor in developing talent.

== Looking to Improve the Development Culture ==

Understanding what qualifies as an acceptable failure needs to be clarified and explored. By incorporating stretch assignments, prototyping, ideation sessions, and brain storming, students can seek out challenges where they can develop without feeling that their mistakes will set them. When realizing that success can grow from failure, students develop a better understanding the challenging processes that occur in our competitive economy.

== Building a Sustainable Process to Support Development ==

Building sustainable processes to support development indicates that project managers should be expected to coach and develop their people. At a minimum, everyone would know what areas they need to improve, and for those with particularly high potential, constructing extra student centered tracks that can be developed. This gives students a sense of where they can go inside the organization. Having a system in place for the potential of the student to be realized is the path to unlocking that potential.

== Strategic Action Agenda No.2: ==

·         Build a system where students can have access to opportunities more readily

·         Provide education about how great triumphs come out of failure

·         Create a maker space for those who want to conduct inventive or innovative ideas, regardless of restrictions

·         Develop an understanding that it takes multiple different experience to make a student well rounded and that those students who do pursue those opportunities are more desirable in the job market.

 

= '''Strategic Priority No. 3 Build Partnerships''' =

The facilitation of networking in a local and regional venue can lead to relationships that can result in tangible change within an area. There are 4 main areas of analysis that can improve networking at UND. This includes the development of strong interpersonal communications and curating the right mix of people, constructing the experience and lasting value, having the shared vision and value as the common goal.  

== Faculty Awareness ==

Improve the awareness of faculty towards innovation and entrepreneur programs that are being done campus wide.

== Student Awareness ==

We have two approaches to reach students across campus about the current programs on campus, and ones that we are envisioning. The first is to go directly to the students, as students to build a group of like-minded individuals. The second, will be to have the faculty help push our programs within the colleges, and classrooms. 

== Development of Strong Interpersonal Communications and Curating the Right Mix of People ==

Interpersonal skills are the life skills we use every day to communicate and interact with other people, both individually and in groups.  People who have worked on developing strong interpersonal skills are usually more successful in both their professional and personal lives. Employers often seek to hire staff with '''strong interpersonal skills''' - they want people who will work well in a team and be able to communicate effectively with colleagues, customers and clients. Curating the right types of people to come to your event, from partners to sponsors to collaborators, to create a great event experience for your attendees to network within. With students coming in contact with various leaders in the community, they will be able to see it as valuable to their personal lives as well. The right mix of people in the right room can feed off of each other’s positive energy.

== 3.2 Constructing the Experience and Creating Lasting Value ==

Creating an experience in which co-working on a project is involved is almost always the best way forward. There are some entrepreneurs who openly discuss market applicable ideas and have no apprehensions about doing so. These entrepreneurs know that they are only one person, and the reach and leadership of one person can only go so far in any capacity. Understanding that idea shouldn’t be prioritized, but that the experience creates lasting value and applicable knowledge for their daily life is paramount.

==  Shared vision and values ==

It's important that partners aren't too different when it comes to goals. So that the building partnerships becomes a smooth process that the most amount of constitutes can benefit. With shared partnerships comes shared resources and support. By arriving toward a consensus in the direction in which you are going shows that students from multiple disciplines can come together on issues to solve the problem.

== Strategic Action Agenda No.3: ==

·         Increase the networking promotion opportunities on campus

·         Recruit and provide incentives for students engage in invention and innovation

·         Prioritize team work through cross collegiate partnerships

·         Involve faculty in the partnership process

·         Creating hybrid degree programs that combine multiple talents into a single, less restrictive program.

= Student Priority No.4 Establish ventures =

Establishing ventures is not necessarily the normal action starting a business and operating for profit. The term venture also can refer to concepts in social entrepreneurship, with collaborative ideation at the forefront. There are two main implications for establishing ventures. First is embracing the alternative though process and finally, leveraging problems as opportunities.

== Create an Advanced Venture Lab ==

Establish working Venture Lab, modeled after the startup sauna at Aaltoes University, where students can meet, envision and prototype new ventures.

=== Faculty/Student Engagement ===

We believe a state-of-the-art facility on campus where students can meet, network and develop projects free from the University IP confines will be beneficial for all stakeholders involved. We had two members of our faculty (Dr. Tim O’Keefe and Dr. William Paulin), visit Aaltoes University this year and believe we can model their institution at the University of North Dakota. It will be important to get faculty engagement in the Venture Lab in order for it to reach its full potential.

=== Leveraging Other Initiatives ===

We can use the Student Entrepreneur Club and the Grand Challenge Initiative to drive interest in the Venture Lab. In addition, the combination of the Jodsaas Center, Dakota Venture Group and the Center for Innovation can help create an ecosystem that fits the needs of a Venture Lab. 

=== Strategic Action Agenda No. 4: ===

·         Send 2-4 students to Aaltoes University over the summer to share ideas, and learn from each other

·         Build a mobile venture lab within the Jodsaas Center to gain insight and interest into the Advanced Venture Lab

·         Gather funding and determine site for the lab 

== Thought Processes ==

Changing the paradigm from problem-centric thought is essential to accessing innovative concepts. Problem-centric thought means that we tend to recognize the problems in a situation first. When faced with good and bad aspects of a situation, the bad aspects stand out, while the good are harder to identify. And when it comes to leadership, this norm can be devastating to a team’s productivity.

== Leveraging Problems as Opportunities ==

By leveraging society’s problems and turning them into a beneficial medium, people are able to combine the aforementioned concepts of outreach, talent, and partnerships to create lasting change within a society. Although this seems like a relatively simple concept: when a person combines the talents of many different disciplines and those actions are combined together, there is a high degree of advocacy, communication, values and culture shifts that modify the paradigm of issues on campus and abroad.

== Strategic Action Agenda No.4: ==

·         Build teams of students to solve worldly problems

·         Seek grant and scholarship funding for those devoting their time to these efforts

·         Promote the talented student at the university further on a local, national and global level

·         Craft curriculum that makes graduating with a combined degree in different fields more possible for multiple students

[[Category:Student Priorities|u]]

Priorities:University of North Dakota Strategic Priorities

2016-02-19T00:12:16Z

Emobrien08:

= Project Pitch Video =

{{#Widget:Youtube|id=QpxvfaKQY34}}

= '''Strategic Priority No.1: Initiating Outreach''' =

Initiating Outreach between the students and faculty on the local and regional communities can highlight the prioritization in three different areas of analysis: entrepreneur education and creativity, engineering education and design thinking, and finally development experiential learning. An actionable agenda will be provided for a simplified overview and implementation.

== Student Entrepreneurship Society ==

Develop a group of students interested in Innovation and Entrepreneurship who meet up across campus to discuss ideas, meet with entrepreneurs and attends events around innovation and Entrepreneurship.

=== Engaging in Entrepreneurship Education ===

Working on building our creativity, innovation and entrepreneurship is priority number one, however we could facilitate interest among k-12 students as well. This would be a draw for the University with us being the only university with a school of Entrepreneurship in the region, but more importantly instill beneficial skills in the youth of our region.

=== Helping our startup community ===

Working with startups on select projects locally would provide beneficial learning opportunities for the students, while being a boon to startups in the region. We believe a diverse group of students (ie. Engineers, entrepreneurs, graphic designers, etc.) would benefit from this real world experience. Also, the students will be able to get a feel for startups as a potential career path after school.

=== Strategic Action Agenda No. 1 ===

·         Grassroots campaign to build a network of students interested in Innovation and Entrepreneurship, regardless of major.

·         Hold first meeting to outline priorities, brainstorm vision for organization

·         Target students while they are Freshman and Sophomore level standing

·         Bring in a collection of mentors and speakers to educate, motivate and guide our group on future projects.  

== Engaging in Entrepreneur Education ==

Working with students in K-12 education as a platform for entrepreneurship can bring major results and ideation into the classroom. By creating and entrepreneur outreach program, college students can aim to educate the younger generations about entrepreneur studies. With the prioritization of creativity in entrepreneurship with the understanding of business skills and strategies, an increase in entrepreneurial activity will occur and benefit community constituents.

== Engineering Education and Design Thinking ==

With many technological disruptors in today’s society, it is clearly seen that the aims of engineering and the possibilities have grown (and will continue to grow) exponentially. The more fluid this technology gets, the easier it is to integrate said technologies in younger demographics. New technology, along with essential engineering concepts can both aid and contribute to the design thinking process of a child’s life. By increasing the design thinking process, there can be deeper growth, passion, and understanding for the sciences that are leading our world into the future.

== Development of Experiential learning ==

The development of hands-on learning has been a main driver for change within the last decade. Educators and students are feeling the effects of experiential learning in many capacities. By taking the creativity and process function from entrepreneurship and the design thinking concepts in engineering, it is only logical to find the best possible solution to implement change that transforms into something dually viable and beneficial to an outreach program.

== Strategic Action Agenda No.1: ==

·         Build a combined team of education students, entrepreneur students and engineering students to preform K-12 outreach

·         Receive assistance from university faculty in the educational, entrepreneurial and engineering concepts that can be communicated to students in K-12 Education

·         Host or facilitate community seminars of experiential learning and highlight the constituents affected, areas served and success stories

·         Develop skills in the university students and the K-12 students

·         Establish a mindset that this university is a friendly and inviting atmosphere for incoming students

 

= '''Strategic Priority No.2: Develop Talent''' =

Developing the talent that UND students possess must be prioritized by faculty in order for a student to grow academically.  There are three main areas where the development of talent can blossom into experiences that shape a student’s ability to take on new challenges: looking at resources at the university, improving the development culture and building a sustainable process to support development.

== Grand Challenge Program ==

The University of North Dakota College of Engineering and Mines (CEM) is among more than 120 US Engineering colleges to have committed to the Grand Challenge Scholars Program. Our task is lay the groundwork from a student and faculty perspective to this program designed to broaden Engineer’s academic and practical experience beyond the traditional engineering education.

=== Resources at UND ===

We will be working with the Jodsaas Center, which is designed to further Engineering leadership and Entrepreneurship by providing students opportunities within business, entrepreneurship and leadership. We will combining this with the opportunities already available through the Center for Innovation, and our Student Entreprenuership Club to leverage this opportunity for the benefit of the students.

=== Peer to Peer Networking and Learning ===

We have noticed that with the Engineering program housed in their own building, students within that program are not engaging with students within the Entrepreneurship, Business and Liberal Arts programs. Our goal will be to use this as a starting point to engage all of the students, and get creativity and innovation flowing across campus.

=== Building a Sustainable Program ===

                We are looking to build off of 1 Grand Challenge event regarding interviewing skills, to build a set up 6-8 sessions during the 2016-2017 academic year. If we can build a beneficial program designed for students, we believe we can sustain the program for years to come.

=== Strategic Action Agenda No. 2: ===

·         Recruit a group of 15-30 students who are interested in improving their interviewing skills

·         Bring in outside speakers who are experienced with this topic

·         Provide a half-day experiential learning opportunity for the students with a mix of lecture and practice.

·         Report results back to the CEM to show progress, with a plan for future series of events next academic year. 

== Resources available at UND ==

There are so many resources that are available at UND that students can use to find ways to improve their talents in many different fields of study. From the UND Career Center, to the Pancratz Career Center in the College of Business, or even looking to the resources in the various departments on campus. The opportunities are out there. Referring students to capitalize on these opportunities can be the main factor in developing talent.

== Looking to Improve the Development Culture ==

Understanding what qualifies as an acceptable failure needs to be clarified and explored. By incorporating stretch assignments, prototyping, ideation sessions, and brain storming, students can seek out challenges where they can develop without feeling that their mistakes will set them. When realizing that success can grow from failure, students develop a better understanding the challenging processes that occur in our competitive economy.

== Building a Sustainable Process to Support Development ==

Building sustainable processes to support development indicates that project managers should be expected to coach and develop their people. At a minimum, everyone would know what areas they need to improve, and for those with particularly high potential, constructing extra student centered tracks that can be developed. This gives students a sense of where they can go inside the organization. Having a system in place for the potential of the student to be realized is the path to unlocking that potential.

== Strategic Action Agenda No.2: ==

·         Build a system where students can have access to opportunities more readily

·         Provide education about how great triumphs come out of failure

·         Create a maker space for those who want to conduct inventive or innovative ideas, regardless of restrictions

·         Develop an understanding that it takes multiple different experience to make a student well rounded and that those students who do pursue those opportunities are more desirable in the job market.

 

= '''Strategic Priority No. 3 Build Partnerships''' =

The facilitation of networking in a local and regional venue can lead to relationships that can result in tangible change within an area. There are 4 main areas of analysis that can improve networking at UND. This includes the development of strong interpersonal communications and curating the right mix of people, constructing the experience and lasting value, having the shared vision and value as the common goal.  

== Development of Strong Interpersonal Communications and Curating the Right Mix of People ==

Interpersonal skills are the life skills we use every day to communicate and interact with other people, both individually and in groups.  People who have worked on developing strong interpersonal skills are usually more successful in both their professional and personal lives. Employers often seek to hire staff with '''strong interpersonal skills''' - they want people who will work well in a team and be able to communicate effectively with colleagues, customers and clients. Curating the right types of people to come to your event, from partners to sponsors to collaborators, to create a great event experience for your attendees to network within. With students coming in contact with various leaders in the community, they will be able to see it as valuable to their personal lives as well. The right mix of people in the right room can feed off of each other’s positive energy.

== 3.2 Constructing the Experience and Creating Lasting Value ==

Creating an experience in which co-working on a project is involved is almost always the best way forward. There are some entrepreneurs who openly discuss market applicable ideas and have no apprehensions about doing so. These entrepreneurs know that they are only one person, and the reach and leadership of one person can only go so far in any capacity. Understanding that idea shouldn’t be prioritized, but that the experience creates lasting value and applicable knowledge for their daily life is paramount.

==  Shared vision and values ==

It's important that partners aren't too different when it comes to goals. So that the building partnerships becomes a smooth process that the most amount of constitutes can benefit. With shared partnerships comes shared resources and support. By arriving toward a consensus in the direction in which you are going shows that students from multiple disciplines can come together on issues to solve the problem.

== Strategic Action Agenda No.3: ==

·         Increase the networking promotion opportunities on campus

·         Recruit and provide incentives for students engage in invention and innovation

·         Prioritize team work through cross collegiate partnerships

·         Involve faculty in the partnership process

·         Creating hybrid degree programs that combine multiple talents into a single, less restrictive program.

= Student Priority No.4 Establish ventures =

Establishing ventures is not necessarily the normal action starting a business and operating for profit. The term venture also can refer to concepts in social entrepreneurship, with collaborative ideation at the forefront. There are two main implications for establishing ventures. First is embracing the alternative though process and finally, leveraging problems as opportunities.

== Create an Advanced Venture Lab ==

Establish working Venture Lab, modeled after the startup sauna at Aaltoes University, where students can meet, envision and prototype new ventures.

=== Faculty/Student Engagement ===

We believe a state-of-the-art facility on campus where students can meet, network and develop projects free from the University IP confines will be beneficial for all stakeholders involved. We had two members of our faculty (Dr. Tim O’Keefe and Dr. William Paulin), visit Aaltoes University this year and believe we can model their institution at the University of North Dakota. It will be important to get faculty engagement in the Venture Lab in order for it to reach its full potential.

=== Leveraging Other Initiatives ===

We can use the Student Entrepreneur Club and the Grand Challenge Initiative to drive interest in the Venture Lab. In addition, the combination of the Jodsaas Center, Dakota Venture Group and the Center for Innovation can help create an ecosystem that fits the needs of a Venture Lab. 

=== Strategic Action Agenda No. 4: ===

·         Send 2-4 students to Aaltoes University over the summer to share ideas, and learn from each other

·         Build a mobile venture lab within the Jodsaas Center to gain insight and interest into the Advanced Venture Lab

·         Gather funding and determine site for the lab 

== Thought Processes ==

Changing the paradigm from problem-centric thought is essential to accessing innovative concepts. Problem-centric thought means that we tend to recognize the problems in a situation first. When faced with good and bad aspects of a situation, the bad aspects stand out, while the good are harder to identify. And when it comes to leadership, this norm can be devastating to a team’s productivity.

== Leveraging Problems as Opportunities ==

By leveraging society’s problems and turning them into a beneficial medium, people are able to combine the aforementioned concepts of outreach, talent, and partnerships to create lasting change within a society. Although this seems like a relatively simple concept: when a person combines the talents of many different disciplines and those actions are combined together, there is a high degree of advocacy, communication, values and culture shifts that modify the paradigm of issues on campus and abroad.

== Strategic Action Agenda No.4: ==

·         Build teams of students to solve worldly problems

·         Seek grant and scholarship funding for those devoting their time to these efforts

·         Promote the talented student at the university further on a local, national and global level

·         Craft curriculum that makes graduating with a combined degree in different fields more possible for multiple students

[[Category:Student Priorities|u]]

Priorities:University of North Dakota Strategic Priorities

2016-02-19T00:10:43Z

Emobrien08:

= Project Pitch Video =

{{#Widget:Youtube|id=QpxvfaKQY34}}

= '''Strategic Priority No.1: Initiating Outreach''' =

Initiating Outreach between the students and faculty on the local and regional communities can highlight the prioritization in three different areas of analysis: entrepreneur education and creativity, engineering education and design thinking, and finally development experiential learning. An actionable agenda will be provided for a simplified overview and implementation.

== Student Entrepreneurship Society ==

Develop a group of students interested in Innovation and Entrepreneurship who meet up across campus to discuss ideas, meet with entrepreneurs and attends events around innovation and Entrepreneurship.

=== Engaging in Entrepreneurship Education ===

Working on building our creativity, innovation and entrepreneurship is priority number one, however we could facilitate interest among k-12 students as well. This would be a draw for the University with us being the only university with a school of Entrepreneurship in the region, but more importantly instill beneficial skills in the youth of our region.

=== Helping our startup community ===

Working with startups on select projects locally would provide beneficial learning opportunities for the students, while being a boon to startups in the region. We believe a diverse group of students (ie. Engineers, entrepreneurs, graphic designers, etc.) would benefit from this real world experience. Also, the students will be able to get a feel for startups as a potential career path after school.

=== Strategic Action Agenda No. 1 ===

·         Grassroots campaign to build a network of students interested in Innovation and Entrepreneurship, regardless of major.

·         Hold first meeting to outline priorities, brainstorm vision for organization

·         Target students while they are Freshman and Sophomore level standing

·         Bring in a collection of mentors and speakers to educate, motivate and guide our group on future projects.  

== Engaging in Entrepreneur Education ==

Working with students in K-12 education as a platform for entrepreneurship can bring major results and ideation into the classroom. By creating and entrepreneur outreach program, college students can aim to educate the younger generations about entrepreneur studies. With the prioritization of creativity in entrepreneurship with the understanding of business skills and strategies, an increase in entrepreneurial activity will occur and benefit community constituents.

== Engineering Education and Design Thinking ==

With many technological disruptors in today’s society, it is clearly seen that the aims of engineering and the possibilities have grown (and will continue to grow) exponentially. The more fluid this technology gets, the easier it is to integrate said technologies in younger demographics. New technology, along with essential engineering concepts can both aid and contribute to the design thinking process of a child’s life. By increasing the design thinking process, there can be deeper growth, passion, and understanding for the sciences that are leading our world into the future.

== Development of Experiential learning ==

The development of hands-on learning has been a main driver for change within the last decade. Educators and students are feeling the effects of experiential learning in many capacities. By taking the creativity and process function from entrepreneurship and the design thinking concepts in engineering, it is only logical to find the best possible solution to implement change that transforms into something dually viable and beneficial to an outreach program.

== Strategic Action Agenda No.1: ==

·         Build a combined team of education students, entrepreneur students and engineering students to preform K-12 outreach

·         Receive assistance from university faculty in the educational, entrepreneurial and engineering concepts that can be communicated to students in K-12 Education

·         Host or facilitate community seminars of experiential learning and highlight the constituents affected, areas served and success stories

·         Develop skills in the university students and the K-12 students

·         Establish a mindset that this university is a friendly and inviting atmosphere for incoming students

 

= '''Strategic Priority No.2: Develop Talent''' =

Developing the talent that UND students possess must be prioritized by faculty in order for a student to grow academically.  There are three main areas where the development of talent can blossom into experiences that shape a student’s ability to take on new challenges: looking at resources at the university, improving the development culture and building a sustainable process to support development.

== Grand Challenge Program ==

The University of North Dakota College of Engineering and Mines (CEM) is among more than 120 US Engineering colleges to have committed to the Grand Challenge Scholars Program. Our task is lay the groundwork from a student and faculty perspective to this program designed to broaden Engineer’s academic and practical experience beyond the traditional engineering education.

=== Resources at UND ===

We will be working with the Jodsaas Center, which is designed to further Engineering leadership and Entrepreneurship by providing students opportunities within business, entrepreneurship and leadership. We will combining this with the opportunities already available through the Center for Innovation, and our Student Entreprenuership Club to leverage this opportunity for the benefit of the students.

=== Peer to Peer Networking and Learning ===

We have noticed that with the Engineering program housed in their own building, students within that program are not engaging with students within the Entrepreneurship, Business and Liberal Arts programs. Our goal will be to use this as a starting point to engage all of the students, and get creativity and innovation flowing across campus.

=== Building a Sustainable Program ===

                We are looking to build off of 1 Grand Challenge event regarding interviewing skills, to build a set up 6-8 sessions during the 2016-2017 academic year. If we can build a beneficial program designed for students, we believe we can sustain the program for years to come.

=== Strategic Action Agenda No. 2: ===

·         Recruit a group of 15-30 students who are interested in improving their interviewing skills

·         Bring in outside speakers who are experienced with this topic

·         Provide a half-day experiential learning opportunity for the students with a mix of lecture and practice.

·         Report results back to the CEM to show progress, with a plan for future series of events next academic year. 

== Resources available at UND ==

There are so many resources that are available at UND that students can use to find ways to improve their talents in many different fields of study. From the UND Career Center, to the Pancratz Career Center in the College of Business, or even looking to the resources in the various departments on campus. The opportunities are out there. Referring students to capitalize on these opportunities can be the main factor in developing talent.

== Looking to Improve the Development Culture ==

Understanding what qualifies as an acceptable failure needs to be clarified and explored. By incorporating stretch assignments, prototyping, ideation sessions, and brain storming, students can seek out challenges where they can develop without feeling that their mistakes will set them. When realizing that success can grow from failure, students develop a better understanding the challenging processes that occur in our competitive economy.

== Building a Sustainable Process to Support Development ==

Building sustainable processes to support development indicates that project managers should be expected to coach and develop their people. At a minimum, everyone would know what areas they need to improve, and for those with particularly high potential, constructing extra student centered tracks that can be developed. This gives students a sense of where they can go inside the organization. Having a system in place for the potential of the student to be realized is the path to unlocking that potential.

== Strategic Action Agenda No.2: ==

·         Build a system where students can have access to opportunities more readily

·         Provide education about how great triumphs come out of failure

·         Create a maker space for those who want to conduct inventive or innovative ideas, regardless of restrictions

·         Develop an understanding that it takes multiple different experience to make a student well rounded and that those students who do pursue those opportunities are more desirable in the job market.

 

= '''Strategic Priority No. 3 Build Partnerships''' =

The facilitation of networking in a local and regional venue can lead to relationships that can result in tangible change within an area. There are 4 main areas of analysis that can improve networking at UND. This includes the development of strong interpersonal communications and curating the right mix of people, constructing the experience and lasting value, having the shared vision and value as the common goal.  

== Development of Strong Interpersonal Communications and Curating the Right Mix of People ==

Interpersonal skills are the life skills we use every day to communicate and interact with other people, both individually and in groups.  People who have worked on developing strong interpersonal skills are usually more successful in both their professional and personal lives. Employers often seek to hire staff with '''strong interpersonal skills''' - they want people who will work well in a team and be able to communicate effectively with colleagues, customers and clients. Curating the right types of people to come to your event, from partners to sponsors to collaborators, to create a great event experience for your attendees to network within. With students coming in contact with various leaders in the community, they will be able to see it as valuable to their personal lives as well. The right mix of people in the right room can feed off of each other’s positive energy.

== 3.2 Constructing the Experience and Creating Lasting Value ==

Creating an experience in which co-working on a project is involved is almost always the best way forward. There are some entrepreneurs who openly discuss market applicable ideas and have no apprehensions about doing so. These entrepreneurs know that they are only one person, and the reach and leadership of one person can only go so far in any capacity. Understanding that idea shouldn’t be prioritized, but that the experience creates lasting value and applicable knowledge for their daily life is paramount.

==  Shared vision and values ==

It's important that partners aren't too different when it comes to goals. So that the building partnerships becomes a smooth process that the most amount of constitutes can benefit. With shared partnerships comes shared resources and support. By arriving toward a consensus in the direction in which you are going shows that students from multiple disciplines can come together on issues to solve the problem.

== Strategic Action Agenda No.3: ==

·         Increase the networking promotion opportunities on campus

·         Recruit and provide incentives for students engage in invention and innovation

·         Prioritize team work through cross collegiate partnerships

·         Involve faculty in the partnership process

·         Creating hybrid degree programs that combine multiple talents into a single, less restrictive program.

= Student Priority No.4 Establish ventures =

Establishing ventures is not necessarily the normal action starting a business and operating for profit. The term venture also can refer to concepts in social entrepreneurship, with collaborative ideation at the forefront. There are two main implications for establishing ventures. First is embracing the alternative though process and finally, leveraging problems as opportunities.

== Thought Processes ==

Changing the paradigm from problem-centric thought is essential to accessing innovative concepts. Problem-centric thought means that we tend to recognize the problems in a situation first. When faced with good and bad aspects of a situation, the bad aspects stand out, while the good are harder to identify. And when it comes to leadership, this norm can be devastating to a team’s productivity.

== Leveraging Problems as Opportunities ==

By leveraging society’s problems and turning them into a beneficial medium, people are able to combine the aforementioned concepts of outreach, talent, and partnerships to create lasting change within a society. Although this seems like a relatively simple concept: when a person combines the talents of many different disciplines and those actions are combined together, there is a high degree of advocacy, communication, values and culture shifts that modify the paradigm of issues on campus and abroad.

== Strategic Action Agenda No.4: ==

·         Build teams of students to solve worldly problems

·         Seek grant and scholarship funding for those devoting their time to these efforts

·         Promote the talented student at the university further on a local, national and global level

·         Craft curriculum that makes graduating with a combined degree in different fields more possible for multiple students

[[Category:Student Priorities|u]]

Priorities:University of North Dakota Strategic Priorities

2016-02-19T00:08:06Z

Emobrien08:

= Project Pitch Video =

{{#Widget:Youtube|id=QpxvfaKQY34}}

= '''Strategic Priority No.1: Initiating Outreach''' =

Initiating Outreach between the students and faculty on the local and regional communities can highlight the prioritization in three different areas of analysis: entrepreneur education and creativity, engineering education and design thinking, and finally development experiential learning. An actionable agenda will be provided for a simplified overview and implementation.

== Student Entrepreneurship Society ==

Develop a group of students interested in Innovation and Entrepreneurship who meet up across campus to discuss ideas, meet with entrepreneurs and attends events around innovation and Entrepreneurship.

=== Engaging in Entrepreneurship Education ===

Working on building our creativity, innovation and entrepreneurship is priority number one, however we could facilitate interest among k-12 students as well. This would be a draw for the University with us being the only university with a school of Entrepreneurship in the region, but more importantly instill beneficial skills in the youth of our region.

=== Helping our startup community ===

Working with startups on select projects locally would provide beneficial learning opportunities for the students, while being a boon to startups in the region. We believe a diverse group of students (ie. Engineers, entrepreneurs, graphic designers, etc.) would benefit from this real world experience. Also, the students will be able to get a feel for startups as a potential career path after school.

=== Strategic Action Agenda No. 1 ===

·         Grassroots campaign to build a network of students interested in Innovation and Entrepreneurship, regardless of major.

·         Hold first meeting to outline priorities, brainstorm vision for organization

·         Target students while they are Freshman and Sophomore level standing

·         Bring in a collection of mentors and speakers to educate, motivate and guide our group on future projects.  

== Engaging in Entrepreneur Education ==

Working with students in K-12 education as a platform for entrepreneurship can bring major results and ideation into the classroom. By creating and entrepreneur outreach program, college students can aim to educate the younger generations about entrepreneur studies. With the prioritization of creativity in entrepreneurship with the understanding of business skills and strategies, an increase in entrepreneurial activity will occur and benefit community constituents.

== Engineering Education and Design Thinking ==

With many technological disruptors in today’s society, it is clearly seen that the aims of engineering and the possibilities have grown (and will continue to grow) exponentially. The more fluid this technology gets, the easier it is to integrate said technologies in younger demographics. New technology, along with essential engineering concepts can both aid and contribute to the design thinking process of a child’s life. By increasing the design thinking process, there can be deeper growth, passion, and understanding for the sciences that are leading our world into the future.

== Development of Experiential learning ==

The development of hands-on learning has been a main driver for change within the last decade. Educators and students are feeling the effects of experiential learning in many capacities. By taking the creativity and process function from entrepreneurship and the design thinking concepts in engineering, it is only logical to find the best possible solution to implement change that transforms into something dually viable and beneficial to an outreach program.

== Strategic Action Agenda No.1: ==

·         Build a combined team of education students, entrepreneur students and engineering students to preform K-12 outreach

·         Receive assistance from university faculty in the educational, entrepreneurial and engineering concepts that can be communicated to students in K-12 Education

·         Host or facilitate community seminars of experiential learning and highlight the constituents affected, areas served and success stories

·         Develop skills in the university students and the K-12 students

·         Establish a mindset that this university is a friendly and inviting atmosphere for incoming students

 

= '''Strategic Priority No.2: Develop Talent''' =

Developing the talent that UND students possess must be prioritized by faculty in order for a student to grow academically.  There are three main areas where the development of talent can blossom into experiences that shape a student’s ability to take on new challenges: looking at resources at the university, improving the development culture and building a sustainable process to support development.

== Resources available at UND ==

There are so many resources that are available at UND that students can use to find ways to improve their talents in many different fields of study. From the UND Career Center, to the Pancratz Career Center in the College of Business, or even looking to the resources in the various departments on campus. The opportunities are out there. Referring students to capitalize on these opportunities can be the main factor in developing talent.

== Looking to Improve the Development Culture ==

Understanding what qualifies as an acceptable failure needs to be clarified and explored. By incorporating stretch assignments, prototyping, ideation sessions, and brain storming, students can seek out challenges where they can develop without feeling that their mistakes will set them. When realizing that success can grow from failure, students develop a better understanding the challenging processes that occur in our competitive economy.

== Building a Sustainable Process to Support Development ==

Building sustainable processes to support development indicates that project managers should be expected to coach and develop their people. At a minimum, everyone would know what areas they need to improve, and for those with particularly high potential, constructing extra student centered tracks that can be developed. This gives students a sense of where they can go inside the organization. Having a system in place for the potential of the student to be realized is the path to unlocking that potential.

== Strategic Action Agenda No.2: ==

·         Build a system where students can have access to opportunities more readily

·         Provide education about how great triumphs come out of failure

·         Create a maker space for those who want to conduct inventive or innovative ideas, regardless of restrictions

·         Develop an understanding that it takes multiple different experience to make a student well rounded and that those students who do pursue those opportunities are more desirable in the job market.

 

= '''Strategic Priority No. 3 Build Partnerships''' =

The facilitation of networking in a local and regional venue can lead to relationships that can result in tangible change within an area. There are 4 main areas of analysis that can improve networking at UND. This includes the development of strong interpersonal communications and curating the right mix of people, constructing the experience and lasting value, having the shared vision and value as the common goal.  

== Development of Strong Interpersonal Communications and Curating the Right Mix of People ==

Interpersonal skills are the life skills we use every day to communicate and interact with other people, both individually and in groups.  People who have worked on developing strong interpersonal skills are usually more successful in both their professional and personal lives. Employers often seek to hire staff with '''strong interpersonal skills''' - they want people who will work well in a team and be able to communicate effectively with colleagues, customers and clients. Curating the right types of people to come to your event, from partners to sponsors to collaborators, to create a great event experience for your attendees to network within. With students coming in contact with various leaders in the community, they will be able to see it as valuable to their personal lives as well. The right mix of people in the right room can feed off of each other’s positive energy.

== 3.2 Constructing the Experience and Creating Lasting Value ==

Creating an experience in which co-working on a project is involved is almost always the best way forward. There are some entrepreneurs who openly discuss market applicable ideas and have no apprehensions about doing so. These entrepreneurs know that they are only one person, and the reach and leadership of one person can only go so far in any capacity. Understanding that idea shouldn’t be prioritized, but that the experience creates lasting value and applicable knowledge for their daily life is paramount.

==  Shared vision and values ==

It's important that partners aren't too different when it comes to goals. So that the building partnerships becomes a smooth process that the most amount of constitutes can benefit. With shared partnerships comes shared resources and support. By arriving toward a consensus in the direction in which you are going shows that students from multiple disciplines can come together on issues to solve the problem.

== Strategic Action Agenda No.3: ==

·         Increase the networking promotion opportunities on campus

·         Recruit and provide incentives for students engage in invention and innovation

·         Prioritize team work through cross collegiate partnerships

·         Involve faculty in the partnership process

·         Creating hybrid degree programs that combine multiple talents into a single, less restrictive program.

= Student Priority No.4 Establish ventures =

Establishing ventures is not necessarily the normal action starting a business and operating for profit. The term venture also can refer to concepts in social entrepreneurship, with collaborative ideation at the forefront. There are two main implications for establishing ventures. First is embracing the alternative though process and finally, leveraging problems as opportunities.

== Thought Processes ==

Changing the paradigm from problem-centric thought is essential to accessing innovative concepts. Problem-centric thought means that we tend to recognize the problems in a situation first. When faced with good and bad aspects of a situation, the bad aspects stand out, while the good are harder to identify. And when it comes to leadership, this norm can be devastating to a team’s productivity.

== Leveraging Problems as Opportunities ==

By leveraging society’s problems and turning them into a beneficial medium, people are able to combine the aforementioned concepts of outreach, talent, and partnerships to create lasting change within a society. Although this seems like a relatively simple concept: when a person combines the talents of many different disciplines and those actions are combined together, there is a high degree of advocacy, communication, values and culture shifts that modify the paradigm of issues on campus and abroad.

== Strategic Action Agenda No.4: ==

·         Build teams of students to solve worldly problems

·         Seek grant and scholarship funding for those devoting their time to these efforts

·         Promote the talented student at the university further on a local, national and global level

·         Craft curriculum that makes graduating with a combined degree in different fields more possible for multiple students

[[Category:Student Priorities|u]]

School:University of North Dakota

2016-02-18T23:44:54Z

Emobrien08:

= Overview =

Classified as a high research activity, doctoral/professional and engaged university by the Carnegie Foundation for the Advancement of Teaching, the University of North Dakota is a coeducational, state-supported institution which recorded an enrollment of 14,906 students in the fall of 2014. UND is located in Grand Forks, a city of 50,000 situated across the Red River from East Grand Forks, Minnesota, about 300 miles northwest of Minneapolis and 150 miles south of Winnipeg.

This university is characterized by a solid foundation in the liberal arts, a manageable size, high-quality students and faculty, a comprehensive curriculum, a widely recognized program of graduate education and research, law and medical schools praised for quality and innovation, rich cultural resources, and an outstanding record of alumni support.

The University’s undergraduate and graduate programs are offered in 239 fields of study through the College of Arts and Sciences (which includes a major division devoted to music, theater and art), Odegard School of Aerospace Sciences, College of Business and Public Administration, College of Engineering and Mines, College of Nursing and Professional Disciplines, College of Education and Human Development, School of Law, School of Medicine and Health Sciences, and School of Graduate Studies (offering the doctorate in 29 programs, the specialist’s degree in one program, and the master’s degree in 56 programs).

In the fall of 2014, about 37 percent of UND’s students were residents of North Dakota and about 34 percent were from Minnesota, with the remainder representing every other state, Canada, and about 50 other countries. Some 77 percent were enrolled in UND’s undergraduate programs. The University awarded 3,169 degrees in 2013-2014, including 1,987 undergraduate degrees, 772 master’s degrees, 104 doctoral degrees, 75 law degrees, 64 M.D. degrees, and 100 certificates.

The University had $99.1 million in total research and sponsored program expenditures in fiscal year 2014.

Faculty at the University number 822, with a total workforce of 2,789.

UND’s 548-acre campus, regarded as one of the most beautiful in the region, includes 243 buildings and more than 6.6 million square feet of space. Facilities include the Gorecki Alumni Center, the gateway to campus, the Wellness Center, and the Ralph Engelstad Arena, home of the University’s NCAA Division I ice hockey program. The Alerus Center, a 22,000-seat events and conference facility, joins such venues as the Fire Hall Theatre, Empire Arts Center, and North Dakota Museum of Art, as well as UND’s Chester Fritz Auditorium, Burtness Theatre, Hughes Fine Arts Center, and Hyslop Sports Center in bringing cultural, entertainment, and athletic programming to the community. New construction includes a four-story School of Medicine and Health Sciences, renovation and addition to the School of Law, and the Athletic High Performance Center.

= '''Student Innovation and Entrepreneurship''' =

The University of North Dakota was one of the first institutions in the nation to have a fully functioning School of Entrepreneurship. Within the SoE, there are 3 programs that students can major or minor in the SoE. These departments include Information Systems and Business Communications , Technology and Entrepreneurship.

=== ISBC ===

The Bachelor of Business Administration with a major in Information Systems is offered through the Department of Information Systems and Business Communication. This major offers broad preparation for a variety of information systems careers in corporate, government, and small business environments. Information Systems graduates attain careers as network administrators, database developers, information systems analysts, software programmers, technology consultants, computer support specialists, and a wide variety of emerging positions within the information systems and technology field. Positions range from entry-level information management systems positions, e.g., technical support, to those in senior management, e.g., Chief Information Officer (CIO).

=== Technology ===

The Graphic Design Technology program is an innovative, multidisciplinary major that integrates courses drawn from various academic departments. The major includes a significant business component—the Entrepreneurial Studies Certificate program—which is unique in comparison to all other graphic design programs in this region and most graphic design programs nationally. The Graphic Design Technology program combines theory and practice, and application and production in a liberal arts context giving students a solid university education. It provides students majoring in Graphic Design Technology with a diverse range of learning experiences and opportunities in a flexible, technology-rich environment.

Throughout this program students learn to plan, analyze, and create solutions to visual communication problems. They consider cognitive, cultural, physical, economic, political, psychological and social factors in planning and executing graphic designs appropriate for a given context. Students use a variety of print, electronic, and photographic media and technologies during the design process. The professional Graphic Design Technology program prepares students for an array of exciting careers in business, government, industry and education.

=== Entrepreneurship ===

Entrepreneurship is a multidisciplinary program within the College of Business and Public Administration. This program will prepare students to design and launch their own ventures, regardless of mission (for profit, not-for-profit or social), or effectively serve existing organizations. Entrepreneurship courses and programs are offered to both business and non-business majors.

The Entrepreneurship Major is designed to help prepare students for effective new venture creation and management. Students majoring in Entrepreneurship will pursue in-depth study of the needs of new and emerging ventures and existing businesses, using an entrepreneurial focus. Additionally, Entrepreneurship majors are challenged to pursue development of their own business ideas and opportunities. While it is not expected that all students in the Entrepreneurship major will establish new ventures immediately upon graduation, there is reason to believe that eventually, many Entrepreneurship graduates will start their own businesses. There is also a three-course Entrepreneurship Track available to business students majoring in one of the other disciplines who would like to add an entrepreneurship emphasis to their educational experience.

The College also offers a sixteen-credit Entrepreneurship Certificate program for non-majors. This program will appear on student transcripts to provide official recognition for completion of this entrepreneurship educational experience. This course sequence will provide opportunities for non-business majors to learn about business and administrative functions and to provide career enhancement. Students will better understand how the business functions will play a role in their future endeavors and how they can succeed in these efforts.

Entrepreneurship students are encouraged to immerse themselves in the practice of entrepreneurship and build a large portfolio of entrepreneur experiences while enrolled in the program. The more engaged the student becomes with the program, the more success and growth is experienced. This experiential learning includes such activities as doing class projects involving innovation and venturing, networking with successful entrepreneurs, getting involved in student groups, or participating in special events like the Department’s own Entrepreneurship Challenge Business Plan Competition.

== '''Center for Innovation''' ==

The '''''Center for Innovation''''' at the University of North Dakota was among the first entrepreneur outreach centers in the nation when formed in 1984.  The Center provides assistance to innovators, entrepreneurs, and researchers to launch new ventures, commercialize new technologies, and secure access to capital from private and public sources.  The Center manages two tech incubators in the UND Tech Park, provides SBIR outreach to the state's tech community, helping more than 40 companies secure more than $30 M in SBIR awards, the top source for seed capital for tech entrepreneurs. Since 2006, the Center for Innovation Foundation has helped 160 angel investors in launching nine angel funds in North Dakota and northwest Minnesota. These funds have invested  in 43 ventures  which--with co-investment and syndication--have resulted in over $26 million of equity investing, an average investment of $600,000 per venture.  It is also home to the only fully student managed venture fund in the nation where students make the actual investment decisions, Dakota Venture Group. The Center has fostered over 670 startups, which employs more than 6000 people and have attracted over $140 M in investment.  The Center was named  the state’s first  Center for Excellence in Economic Development in 2003 while building the Ina Mae Rude Entrepreneur Center. The Center for Innovation's vision and mission is to maintain national leadership in entrepreneur outreach and education, and become the leader in tech entrepreneurship in rural America. Our goals are to:

*Grow entrepreneur ventures
*Foster Innovation
*Secure access to entrepreneur capital
*Provide superb entrepreneur infrastructure
*Provide world-class entrepreneur education with the UND Entrepreneur Program 

== '''Dakota Venture Group''' ==

The Dakota Venture Group (DVG) is a University of North Dakota student run venture capital investment fund. DVG is the first completely student run venture capital fund in the United States. DVG provides students the opportunity to conduct due diligence, make final investment decisions, and negotiate deal term structure. DVG members represent a variety of academic disciplines and backgrounds, including accounting, finance, entrepreneurship, law, marketing, and engineering. By participating in Dakota Venture Group, UND students receive an unheard of opportunity for experiential learning in the field of venture capital and angel investing. The investment strategy of DVG includes making investments in high-growth ventures started by entrepreneurs in the United States, with preference given to regional and student initiated ventures. All investments are made with the goal of fostering economic growth. Over the past few years more than 80 DVG student members have screened numerous companies and made multiple investments. The Dakota Venture Group was established in September 2006 through a donation from the Dakota Foundation.

== '''College of Engineering and Mines''' ==

The following undergraduate programs are offered:

*Chemical Engineering
*Civil Engineering
*Electrical Engineering
*Geology and Geological Engineering
*Mechanical Engineering
*Petroleum Engineering

All programs are ABET accredited (our new Petroleum Engineering program has not yet completed the accreditation process) and supported by dedicated faculty, small class sizes and well-equipped laboratories.

= '''Faculty Innovation and Entrepreneurship''' =

Aside from tenure and contractual requirements, innovation and entrepreneurship is not, widely promoted to faculty for personal discovery or research. There is a growing movement on campus within faculty and leadership that hopes to change the current mindset- a movement that will no doubt find immense value in the findings of the UI fellow program and the landscape canvas. This movement gained immense strength with a series of demonstrations of support, vocal and in action, by the students and staff. These projects are not university driven- they're done on the faculty's own time. Faculty are encouraged to document and file all intellectual property they generate, some of which is forwarded to the TTO and processed.

= '''Technology Transfer''' =

The University expects faculty/staff to continue their professional development through active participation in research and other scholarly pursuits.

Since the University resources available for such activities are limited, the University encourages faculty/staff to solicit and obtain funds from potential sponsoring agencies, such as federal and state government, private foundation, industry and business.

This external support is generally awarded as grants, contracts, or cooperative agreements, with the University of North Dakota as the responsible fiscal agent.

A faculty or staff member is named as Principal Investigator (PI), and is responsible for conducting the instructional, research or service project in accordance with the conditions of the award.

Two offices exist to facilitate the process of obtaining extramural funding and administering awards that are received: Research Development & Compliance (RD&C) and the Grants & Contracts Administration (GCA) office.

Facilitating University-Industry Collaboration

This process is handled in large by the Center for Innovation located on campus. The Center has achieved 30 years of self-sufficiency securing over $30 M in entrepreneur infrastructure, services, outreach and endowments ''(very ''rare in economic development).  In the spirit of entrepreneurship, the Center pays its own way through fees for services, contracts, incubator rents and grants from foundations, entrepreneurs and government sources.

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

== Grand Forks Chamber of Commerce ==

The Chamber identifies and serves the needs of business. We work to increase prosperity by encouraging the growth of existing businesses and fostering establishment of new ones. We provide representation in government affairs at local, state, and national levels. We develop partnerships with educational, cultural, civic and service organizations. We gather facts, provide information, and facilitate discussions on key issues that impact business, the economy and the community as a whole.

== Grand Forks Region Economic Development Corporation ==

Economic development success is spurred by collaboration between public and private sectors investing in the Grand Forks Region EDC and supporting a shared vision for a vibrant regional economy.

== One Million Cups Grand Forks            ==

1 Million Cups is a free, weekly national program designed to educate, engage, and connect entrepreneurs. Developed by the Kauffman Foundation, 1MC is based on the notion that entrepreneurs discover solutions and network over a million cups of coffee. Grand Forks 1MC is one of the top 5 in membership and weekly attendance in the nation. 

= Related Links =

=== [http://universityinnovation.org/wiki/Emily_O%27Brien University of North Dakota University Innovation Fellow - Emily O'Brien] ===

=== [http://universityinnovation.org/wiki/Dan_Daffinrud University of North Dakota University Innovation Fellow - Dan Daffinrud] ===

=== University of North Dakota University Innovation Fellow - Benjamin Olson ===

=== University of North Dakota Strategic Priorities ===

== [https://docs.google.com/presentation/d/14B_1u24lguILEtXWmshtfKMWCF3b4YtTiaOKddD7pc0/edit#slide=id.gded0dd295_2_14 University of North Dakota Landscape Canvas] ==

[[Category:Universities]]

School:University of North Dakota

2016-02-18T23:43:54Z

Emobrien08:

= Overview =

Classified as a high research activity, doctoral/professional and engaged university by the Carnegie Foundation for the Advancement of Teaching, the University of North Dakota is a coeducational, state-supported institution which recorded an enrollment of 14,906 students in the fall of 2014. UND is located in Grand Forks, a city of 50,000 situated across the Red River from East Grand Forks, Minnesota, about 300 miles northwest of Minneapolis and 150 miles south of Winnipeg.

This university is characterized by a solid foundation in the liberal arts, a manageable size, high-quality students and faculty, a comprehensive curriculum, a widely recognized program of graduate education and research, law and medical schools praised for quality and innovation, rich cultural resources, and an outstanding record of alumni support.

The University’s undergraduate and graduate programs are offered in 239 fields of study through the College of Arts and Sciences (which includes a major division devoted to music, theater and art), Odegard School of Aerospace Sciences, College of Business and Public Administration, College of Engineering and Mines, College of Nursing and Professional Disciplines, College of Education and Human Development, School of Law, School of Medicine and Health Sciences, and School of Graduate Studies (offering the doctorate in 29 programs, the specialist’s degree in one program, and the master’s degree in 56 programs).

In the fall of 2014, about 37 percent of UND’s students were residents of North Dakota and about 34 percent were from Minnesota, with the remainder representing every other state, Canada, and about 50 other countries. Some 77 percent were enrolled in UND’s undergraduate programs. The University awarded 3,169 degrees in 2013-2014, including 1,987 undergraduate degrees, 772 master’s degrees, 104 doctoral degrees, 75 law degrees, 64 M.D. degrees, and 100 certificates.

The University had $99.1 million in total research and sponsored program expenditures in fiscal year 2014.

Faculty at the University number 822, with a total workforce of 2,789.

UND’s 548-acre campus, regarded as one of the most beautiful in the region, includes 243 buildings and more than 6.6 million square feet of space. Facilities include the Gorecki Alumni Center, the gateway to campus, the Wellness Center, and the Ralph Engelstad Arena, home of the University’s NCAA Division I ice hockey program. The Alerus Center, a 22,000-seat events and conference facility, joins such venues as the Fire Hall Theatre, Empire Arts Center, and North Dakota Museum of Art, as well as UND’s Chester Fritz Auditorium, Burtness Theatre, Hughes Fine Arts Center, and Hyslop Sports Center in bringing cultural, entertainment, and athletic programming to the community. New construction includes a four-story School of Medicine and Health Sciences, renovation and addition to the School of Law, and the Athletic High Performance Center.

= '''Student Innovation and Entrepreneurship''' =

The University of North Dakota was one of the first institutions in the nation to have a fully functioning School of Entrepreneurship. Within the SoE, there are 3 programs that students can major or minor in the SoE. These departments include Information Systems and Business Communications , Technology and Entrepreneurship.

=== ISBC ===

The Bachelor of Business Administration with a major in Information Systems is offered through the Department of Information Systems and Business Communication. This major offers broad preparation for a variety of information systems careers in corporate, government, and small business environments. Information Systems graduates attain careers as network administrators, database developers, information systems analysts, software programmers, technology consultants, computer support specialists, and a wide variety of emerging positions within the information systems and technology field. Positions range from entry-level information management systems positions, e.g., technical support, to those in senior management, e.g., Chief Information Officer (CIO).

=== Technology ===

The Graphic Design Technology program is an innovative, multidisciplinary major that integrates courses drawn from various academic departments. The major includes a significant business component—the Entrepreneurial Studies Certificate program—which is unique in comparison to all other graphic design programs in this region and most graphic design programs nationally. The Graphic Design Technology program combines theory and practice, and application and production in a liberal arts context giving students a solid university education. It provides students majoring in Graphic Design Technology with a diverse range of learning experiences and opportunities in a flexible, technology-rich environment.

Throughout this program students learn to plan, analyze, and create solutions to visual communication problems. They consider cognitive, cultural, physical, economic, political, psychological and social factors in planning and executing graphic designs appropriate for a given context. Students use a variety of print, electronic, and photographic media and technologies during the design process. The professional Graphic Design Technology program prepares students for an array of exciting careers in business, government, industry and education.

=== Entrepreneurship ===

Entrepreneurship is a multidisciplinary program within the College of Business and Public Administration. This program will prepare students to design and launch their own ventures, regardless of mission (for profit, not-for-profit or social), or effectively serve existing organizations. Entrepreneurship courses and programs are offered to both business and non-business majors.

The Entrepreneurship Major is designed to help prepare students for effective new venture creation and management. Students majoring in Entrepreneurship will pursue in-depth study of the needs of new and emerging ventures and existing businesses, using an entrepreneurial focus. Additionally, Entrepreneurship majors are challenged to pursue development of their own business ideas and opportunities. While it is not expected that all students in the Entrepreneurship major will establish new ventures immediately upon graduation, there is reason to believe that eventually, many Entrepreneurship graduates will start their own businesses. There is also a three-course Entrepreneurship Track available to business students majoring in one of the other disciplines who would like to add an entrepreneurship emphasis to their educational experience.

The College also offers a sixteen-credit Entrepreneurship Certificate program for non-majors. This program will appear on student transcripts to provide official recognition for completion of this entrepreneurship educational experience. This course sequence will provide opportunities for non-business majors to learn about business and administrative functions and to provide career enhancement. Students will better understand how the business functions will play a role in their future endeavors and how they can succeed in these efforts.

Entrepreneurship students are encouraged to immerse themselves in the practice of entrepreneurship and build a large portfolio of entrepreneur experiences while enrolled in the program. The more engaged the student becomes with the program, the more success and growth is experienced. This experiential learning includes such activities as doing class projects involving innovation and venturing, networking with successful entrepreneurs, getting involved in student groups, or participating in special events like the Department’s own Entrepreneurship Challenge Business Plan Competition.

== '''Center for Innovation''' ==

The '''''Center for Innovation''''' at the University of North Dakota was among the first entrepreneur outreach centers in the nation when formed in 1984.  The Center provides assistance to innovators, entrepreneurs, and researchers to launch new ventures, commercialize new technologies, and secure access to capital from private and public sources.  The Center manages two tech incubators in the UND Tech Park, provides SBIR outreach to the state's tech community, helping more than 40 companies secure more than $30 M in SBIR awards, the top source for seed capital for tech entrepreneurs. Since 2006, the Center for Innovation Foundation has helped 160 angel investors in launching nine angel funds in North Dakota and northwest Minnesota. These funds have invested  in 43 ventures  which--with co-investment and syndication--have resulted in over $26 million of equity investing, an average investment of $600,000 per venture.  It is also home to the only fully student managed venture fund in the nation where students make the actual investment decisions, Dakota Venture Group. The Center has fostered over 670 startups, which employs more than 6000 people and have attracted over $140 M in investment.  The Center was named  the state’s first  Center for Excellence in Economic Development in 2003 while building the Ina Mae Rude Entrepreneur Center. The Center for Innovation's vision and mission is to maintain national leadership in entrepreneur outreach and education, and become the leader in tech entrepreneurship in rural America. Our goals are to:

*Grow entrepreneur ventures
*Foster Innovation
*Secure access to entrepreneur capital
*Provide superb entrepreneur infrastructure
*Provide world-class entrepreneur education with the UND Entrepreneur Program 

== '''Dakota Venture Group''' ==

The Dakota Venture Group (DVG) is a University of North Dakota student run venture capital investment fund. DVG is the first completely student run venture capital fund in the United States. DVG provides students the opportunity to conduct due diligence, make final investment decisions, and negotiate deal term structure. DVG members represent a variety of academic disciplines and backgrounds, including accounting, finance, entrepreneurship, law, marketing, and engineering. By participating in Dakota Venture Group, UND students receive an unheard of opportunity for experiential learning in the field of venture capital and angel investing. The investment strategy of DVG includes making investments in high-growth ventures started by entrepreneurs in the United States, with preference given to regional and student initiated ventures. All investments are made with the goal of fostering economic growth. Over the past few years more than 80 DVG student members have screened numerous companies and made multiple investments. The Dakota Venture Group was established in September 2006 through a donation from the Dakota Foundation.

== '''College of Engineering and Mines''' ==

The following undergraduate programs are offered:

*Chemical Engineering
*Civil Engineering
*Electrical Engineering
*Geology and Geological Engineering
*Mechanical Engineering
*Petroleum Engineering

All programs are ABET accredited (our new Petroleum Engineering program has not yet completed the accreditation process) and supported by dedicated faculty, small class sizes and well-equipped laboratories.

= '''Faculty Innovation and Entrepreneurship''' =

Aside from tenure and contractual requirements, innovation and entrepreneurship is not, widely promoted to faculty for personal discovery or research. There is a growing movement on campus within faculty and leadership that hopes to change the current mindset- a movement that will no doubt find immense value in the findings of the UI fellow program and the landscape canvas. This movement gained immense strength with a series of demonstrations of support, vocal and in action, by the students and staff. These projects are not university driven- they're done on the faculty's own time. Faculty are encouraged to document and file all intellectual property they generate, some of which is forwarded to the TTO and processed.

= '''Technology Transfer''' =

The University expects faculty/staff to continue their professional development through active participation in research and other scholarly pursuits.

Since the University resources available for such activities are limited, the University encourages faculty/staff to solicit and obtain funds from potential sponsoring agencies, such as federal and state government, private foundation, industry and business.

This external support is generally awarded as grants, contracts, or cooperative agreements, with the University of North Dakota as the responsible fiscal agent.

A faculty or staff member is named as Principal Investigator (PI), and is responsible for conducting the instructional, research or service project in accordance with the conditions of the award.

Two offices exist to facilitate the process of obtaining extramural funding and administering awards that are received: Research Development & Compliance (RD&C) and the Grants & Contracts Administration (GCA) office.

Facilitating University-Industry Collaboration

This process is handled in large by the Center for Innovation located on campus. The Center has achieved 30 years of self-sufficiency securing over $30 M in entrepreneur infrastructure, services, outreach and endowments ''(very ''rare in economic development).  In the spirit of entrepreneurship, the Center pays its own way through fees for services, contracts, incubator rents and grants from foundations, entrepreneurs and government sources.

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

== Grand Forks Chamber of Commerce ==

The Chamber identifies and serves the needs of business. We work to increase prosperity by encouraging the growth of existing businesses and fostering establishment of new ones. We provide representation in government affairs at local, state, and national levels. We develop partnerships with educational, cultural, civic and service organizations. We gather facts, provide information, and facilitate discussions on key issues that impact business, the economy and the community as a whole.

== Grand Forks Region Economic Development Corporation ==

Economic development success is spurred by collaboration between public and private sectors investing in the Grand Forks Region EDC and supporting a shared vision for a vibrant regional economy.

== One Million Cups Grand Forks            ==

1 Million Cups is a free, weekly national program designed to educate, engage, and connect entrepreneurs. Developed by the Kauffman Foundation, 1MC is based on the notion that entrepreneurs discover solutions and network over a million cups of coffee. Grand Forks 1MC is one of the top 5 in membership and weekly attendance in the nation. 

= Related Links =

=== [http://universityinnovation.org/wiki/Emily_O%27Brien University of North Dakota University Innovation Fellow - Emily O'Brien] ===

=== [http://universityinnovation.org/wiki/Dan_Daffinrud University of North Dakota University Innovation Fellow - Dan Daffinrud] ===

=== University of North Dakota University Innovation Fellow - Benjamin Olson ===

=== University of North Dakota Strategic Priorities ===

== University of North Dakota Landscape Canvas ==

[[Category:Universities]]

Fellow:Dan Daffinrud

2016-02-18T23:43:23Z

Emobrien08:

[[File:Dan Daffinrud.jpg|thumb]]















Dan Daffinrud is an undergraduate student at the University of North Dakota studying Accountancy. In the <span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;">past few years, Dan has had the opportunity to participate in several extracurricular activities such as student hall government, Business and Public Administration Student Advisory Council and Dakota Venture Group. Within Dakota Venture Group, the first student-ran venture capital fund, Dan has held several positions including Chairman of the organization. He currently serves as the organization's Chairman Emeritus, which is an advisory position responsible for guidance and education to the new members. Also, he continues to serve as a board observer for one of the fund's portfolio companies. Dan is interested in the unmanned systems industry, and is working on a startup of his own in that space. In addition to the aforementioned activities, Dan is a James Ray Intern at the Center for Innovation, where he aids other startup's looking to grow.

File:Dan Daffinrud.jpg

2016-02-18T23:42:34Z

Emobrien08:

Fellow:Dan Daffinrud

2016-02-18T23:42:00Z

Emobrien08: Created page with "<span class="ng-scope" style="margin: 0px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18p..."

Dan Daffinrud is an undergraduate student at the University of North Dakota studying Accountancy. In the <span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;">past few years, Dan has had the opportunity to participate in several extracurricular activities such as student hall government, Business and Public Administration Student Advisory Council and Dakota Venture Group. Within Dakota Venture Group, the first student-ran venture capital fund, Dan has held several positions including Chairman of the organization. He currently serves as the organization's Chairman Emeritus, which is an advisory position responsible for guidance and education to the new members. Also, he continues to serve as a board observer for one of the fund's portfolio companies. Dan is interested in the unmanned systems industry, and is working on a startup of his own in that space. In addition to the aforementioned activities, Dan is a James Ray Intern at the Center for Innovation, where he aids other startup's looking to grow.

School:University of North Dakota

2016-02-18T23:40:11Z

Emobrien08:

= Overview =

Classified as a high research activity, doctoral/professional and engaged university by the Carnegie Foundation for the Advancement of Teaching, the University of North Dakota is a coeducational, state-supported institution which recorded an enrollment of 14,906 students in the fall of 2014. UND is located in Grand Forks, a city of 50,000 situated across the Red River from East Grand Forks, Minnesota, about 300 miles northwest of Minneapolis and 150 miles south of Winnipeg.

This university is characterized by a solid foundation in the liberal arts, a manageable size, high-quality students and faculty, a comprehensive curriculum, a widely recognized program of graduate education and research, law and medical schools praised for quality and innovation, rich cultural resources, and an outstanding record of alumni support.

The University’s undergraduate and graduate programs are offered in 239 fields of study through the College of Arts and Sciences (which includes a major division devoted to music, theater and art), Odegard School of Aerospace Sciences, College of Business and Public Administration, College of Engineering and Mines, College of Nursing and Professional Disciplines, College of Education and Human Development, School of Law, School of Medicine and Health Sciences, and School of Graduate Studies (offering the doctorate in 29 programs, the specialist’s degree in one program, and the master’s degree in 56 programs).

In the fall of 2014, about 37 percent of UND’s students were residents of North Dakota and about 34 percent were from Minnesota, with the remainder representing every other state, Canada, and about 50 other countries. Some 77 percent were enrolled in UND’s undergraduate programs. The University awarded 3,169 degrees in 2013-2014, including 1,987 undergraduate degrees, 772 master’s degrees, 104 doctoral degrees, 75 law degrees, 64 M.D. degrees, and 100 certificates.

The University had $99.1 million in total research and sponsored program expenditures in fiscal year 2014.

Faculty at the University number 822, with a total workforce of 2,789.

UND’s 548-acre campus, regarded as one of the most beautiful in the region, includes 243 buildings and more than 6.6 million square feet of space. Facilities include the Gorecki Alumni Center, the gateway to campus, the Wellness Center, and the Ralph Engelstad Arena, home of the University’s NCAA Division I ice hockey program. The Alerus Center, a 22,000-seat events and conference facility, joins such venues as the Fire Hall Theatre, Empire Arts Center, and North Dakota Museum of Art, as well as UND’s Chester Fritz Auditorium, Burtness Theatre, Hughes Fine Arts Center, and Hyslop Sports Center in bringing cultural, entertainment, and athletic programming to the community. New construction includes a four-story School of Medicine and Health Sciences, renovation and addition to the School of Law, and the Athletic High Performance Center.

= '''Student Innovation and Entrepreneurship''' =

The University of North Dakota was one of the first institutions in the nation to have a fully functioning School of Entrepreneurship. Within the SoE, there are 3 programs that students can major or minor in the SoE. These departments include Information Systems and Business Communications , Technology and Entrepreneurship.

=== ISBC ===

The Bachelor of Business Administration with a major in Information Systems is offered through the Department of Information Systems and Business Communication. This major offers broad preparation for a variety of information systems careers in corporate, government, and small business environments. Information Systems graduates attain careers as network administrators, database developers, information systems analysts, software programmers, technology consultants, computer support specialists, and a wide variety of emerging positions within the information systems and technology field. Positions range from entry-level information management systems positions, e.g., technical support, to those in senior management, e.g., Chief Information Officer (CIO).

=== Technology ===

The Graphic Design Technology program is an innovative, multidisciplinary major that integrates courses drawn from various academic departments. The major includes a significant business component—the Entrepreneurial Studies Certificate program—which is unique in comparison to all other graphic design programs in this region and most graphic design programs nationally. The Graphic Design Technology program combines theory and practice, and application and production in a liberal arts context giving students a solid university education. It provides students majoring in Graphic Design Technology with a diverse range of learning experiences and opportunities in a flexible, technology-rich environment.

Throughout this program students learn to plan, analyze, and create solutions to visual communication problems. They consider cognitive, cultural, physical, economic, political, psychological and social factors in planning and executing graphic designs appropriate for a given context. Students use a variety of print, electronic, and photographic media and technologies during the design process. The professional Graphic Design Technology program prepares students for an array of exciting careers in business, government, industry and education.

=== Entrepreneurship ===

Entrepreneurship is a multidisciplinary program within the College of Business and Public Administration. This program will prepare students to design and launch their own ventures, regardless of mission (for profit, not-for-profit or social), or effectively serve existing organizations. Entrepreneurship courses and programs are offered to both business and non-business majors.

The Entrepreneurship Major is designed to help prepare students for effective new venture creation and management. Students majoring in Entrepreneurship will pursue in-depth study of the needs of new and emerging ventures and existing businesses, using an entrepreneurial focus. Additionally, Entrepreneurship majors are challenged to pursue development of their own business ideas and opportunities. While it is not expected that all students in the Entrepreneurship major will establish new ventures immediately upon graduation, there is reason to believe that eventually, many Entrepreneurship graduates will start their own businesses. There is also a three-course Entrepreneurship Track available to business students majoring in one of the other disciplines who would like to add an entrepreneurship emphasis to their educational experience.

The College also offers a sixteen-credit Entrepreneurship Certificate program for non-majors. This program will appear on student transcripts to provide official recognition for completion of this entrepreneurship educational experience. This course sequence will provide opportunities for non-business majors to learn about business and administrative functions and to provide career enhancement. Students will better understand how the business functions will play a role in their future endeavors and how they can succeed in these efforts.

Entrepreneurship students are encouraged to immerse themselves in the practice of entrepreneurship and build a large portfolio of entrepreneur experiences while enrolled in the program. The more engaged the student becomes with the program, the more success and growth is experienced. This experiential learning includes such activities as doing class projects involving innovation and venturing, networking with successful entrepreneurs, getting involved in student groups, or participating in special events like the Department’s own Entrepreneurship Challenge Business Plan Competition.

== '''Center for Innovation''' ==

The '''''Center for Innovation''''' at the University of North Dakota was among the first entrepreneur outreach centers in the nation when formed in 1984.  The Center provides assistance to innovators, entrepreneurs, and researchers to launch new ventures, commercialize new technologies, and secure access to capital from private and public sources.  The Center manages two tech incubators in the UND Tech Park, provides SBIR outreach to the state's tech community, helping more than 40 companies secure more than $30 M in SBIR awards, the top source for seed capital for tech entrepreneurs. Since 2006, the Center for Innovation Foundation has helped 160 angel investors in launching nine angel funds in North Dakota and northwest Minnesota. These funds have invested  in 43 ventures  which--with co-investment and syndication--have resulted in over $26 million of equity investing, an average investment of $600,000 per venture.  It is also home to the only fully student managed venture fund in the nation where students make the actual investment decisions, Dakota Venture Group. The Center has fostered over 670 startups, which employs more than 6000 people and have attracted over $140 M in investment.  The Center was named  the state’s first  Center for Excellence in Economic Development in 2003 while building the Ina Mae Rude Entrepreneur Center. The Center for Innovation's vision and mission is to maintain national leadership in entrepreneur outreach and education, and become the leader in tech entrepreneurship in rural America. Our goals are to:

*Grow entrepreneur ventures
*Foster Innovation
*Secure access to entrepreneur capital
*Provide superb entrepreneur infrastructure
*Provide world-class entrepreneur education with the UND Entrepreneur Program 

== '''Dakota Venture Group''' ==

The Dakota Venture Group (DVG) is a University of North Dakota student run venture capital investment fund. DVG is the first completely student run venture capital fund in the United States. DVG provides students the opportunity to conduct due diligence, make final investment decisions, and negotiate deal term structure. DVG members represent a variety of academic disciplines and backgrounds, including accounting, finance, entrepreneurship, law, marketing, and engineering. By participating in Dakota Venture Group, UND students receive an unheard of opportunity for experiential learning in the field of venture capital and angel investing. The investment strategy of DVG includes making investments in high-growth ventures started by entrepreneurs in the United States, with preference given to regional and student initiated ventures. All investments are made with the goal of fostering economic growth. Over the past few years more than 80 DVG student members have screened numerous companies and made multiple investments. The Dakota Venture Group was established in September 2006 through a donation from the Dakota Foundation.

== '''College of Engineering and Mines''' ==

The following undergraduate programs are offered:

*Chemical Engineering
*Civil Engineering
*Electrical Engineering
*Geology and Geological Engineering
*Mechanical Engineering
*Petroleum Engineering

All programs are ABET accredited (our new Petroleum Engineering program has not yet completed the accreditation process) and supported by dedicated faculty, small class sizes and well-equipped laboratories.

= '''Faculty Innovation and Entrepreneurship''' =

Aside from tenure and contractual requirements, innovation and entrepreneurship is not, widely promoted to faculty for personal discovery or research. There is a growing movement on campus within faculty and leadership that hopes to change the current mindset- a movement that will no doubt find immense value in the findings of the UI fellow program and the landscape canvas. This movement gained immense strength with a series of demonstrations of support, vocal and in action, by the students and staff. These projects are not university driven- they're done on the faculty's own time. Faculty are encouraged to document and file all intellectual property they generate, some of which is forwarded to the TTO and processed.

= '''Technology Transfer''' =

The University expects faculty/staff to continue their professional development through active participation in research and other scholarly pursuits.

Since the University resources available for such activities are limited, the University encourages faculty/staff to solicit and obtain funds from potential sponsoring agencies, such as federal and state government, private foundation, industry and business.

This external support is generally awarded as grants, contracts, or cooperative agreements, with the University of North Dakota as the responsible fiscal agent.

A faculty or staff member is named as Principal Investigator (PI), and is responsible for conducting the instructional, research or service project in accordance with the conditions of the award.

Two offices exist to facilitate the process of obtaining extramural funding and administering awards that are received: Research Development & Compliance (RD&C) and the Grants & Contracts Administration (GCA) office.

Facilitating University-Industry Collaboration

This process is handled in large by the Center for Innovation located on campus. The Center has achieved 30 years of self-sufficiency securing over $30 M in entrepreneur infrastructure, services, outreach and endowments ''(very ''rare in economic development).  In the spirit of entrepreneurship, the Center pays its own way through fees for services, contracts, incubator rents and grants from foundations, entrepreneurs and government sources.

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

== Grand Forks Chamber of Commerce ==

The Chamber identifies and serves the needs of business. We work to increase prosperity by encouraging the growth of existing businesses and fostering establishment of new ones. We provide representation in government affairs at local, state, and national levels. We develop partnerships with educational, cultural, civic and service organizations. We gather facts, provide information, and facilitate discussions on key issues that impact business, the economy and the community as a whole.

== Grand Forks Region Economic Development Corporation ==

Economic development success is spurred by collaboration between public and private sectors investing in the Grand Forks Region EDC and supporting a shared vision for a vibrant regional economy.

== One Million Cups Grand Forks            ==

1 Million Cups is a free, weekly national program designed to educate, engage, and connect entrepreneurs. Developed by the Kauffman Foundation, 1MC is based on the notion that entrepreneurs discover solutions and network over a million cups of coffee. Grand Forks 1MC is one of the top 5 in membership and weekly attendance in the nation. 

= Related Links =

=== [http://universityinnovation.org/wiki/Emily_O%27Brien University of North Dakota University Innovation Fellow - Emily O'Brien] ===

=== University of North Dakota University Innovation Fellow - Dan Daffinrud ===

=== University of North Dakota University Innovation Fellow - Benjamin Olson ===

=== University of North Dakota Strategic Priorities ===

== University of North Dakota Landscape Canvas ==

[[Category:Universities]]

Fellow:Emily O'Brien

2016-02-18T23:37:30Z

Emobrien08:

File:Emily OBrien Headshot.jpeg

2016-02-18T20:58:57Z

Emobrien08:

Fellow:Emily O'Brien

2016-02-15T17:06:59Z

Emily O'Brien a native of Lakeville, MN and graduate of the University of North Dakota in Entrepreneurship<span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;"> and Business Management, now pursuing her Master's in Entrepreneurship. In the past few years at the University of North Dakota, Emily has had the privilege to be apart of many different organizations on campus. She held positions in her sorority; Gamma Phi Beta as Vice President of Risk Management, Recruitment, Panhellenic Council Vice President, Chair of Greek Judicial Advisory Board, and currently holds positions in the School of Business and Public Administration Student Advisory Board as President, and serves as the President of Dakota Venture Group. Currently, she works as an Entrepreneur Specialist at the Center for Innovation helping entrepreneurs with their business ventures. Emily was also apart of the team that helped establish 1 Million Cups Grand Forks, and Startup Weekend Grand Forks. Additionally, Emily is working to establish a Co-Working Space in Greater Grand Forks, creating entrepreneur synergy, providing workstations, meeting space, technology infrastructure, and programming for independent professionals, freelancers, micro-business owners, and startups. Emily was also the lead for the Nation's First Student Venture Capital Summit, bringing together Student Venture Funds and professional leaders from all over the United States. Emily serves on the Grand Forks Herald Advisory Board, Grand Forks & East Grand Forks Chamber of Commerce Ambassadors Committee, Corvida Medical's Advisory Board, and UND School of Entrepreneurship Professional Practice Advisory Council. She has a passion for helping startup companies, nonprofits, investing, event planning and working with others. Emily strives to learn all that she can, that pushes her to continue to grow her knowledge and contributing to the entrepreneur ecosystem is an opportunity she truly values.

School:University of North Dakota

2016-02-15T17:02:22Z

Emobrien08:

= Overview =

Classified as a high research activity, doctoral/professional and engaged university by the Carnegie Foundation for the Advancement of Teaching, the University of North Dakota is a coeducational, state-supported institution which recorded an enrollment of 14,906 students in the fall of 2014. UND is located in Grand Forks, a city of 50,000 situated across the Red River from East Grand Forks, Minnesota, about 300 miles northwest of Minneapolis and 150 miles south of Winnipeg.

This university is characterized by a solid foundation in the liberal arts, a manageable size, high-quality students and faculty, a comprehensive curriculum, a widely recognized program of graduate education and research, law and medical schools praised for quality and innovation, rich cultural resources, and an outstanding record of alumni support.

The University’s undergraduate and graduate programs are offered in 239 fields of study through the College of Arts and Sciences (which includes a major division devoted to music, theater and art), Odegard School of Aerospace Sciences, College of Business and Public Administration, College of Engineering and Mines, College of Nursing and Professional Disciplines, College of Education and Human Development, School of Law, School of Medicine and Health Sciences, and School of Graduate Studies (offering the doctorate in 29 programs, the specialist’s degree in one program, and the master’s degree in 56 programs).

In the fall of 2014, about 37 percent of UND’s students were residents of North Dakota and about 34 percent were from Minnesota, with the remainder representing every other state, Canada, and about 50 other countries. Some 77 percent were enrolled in UND’s undergraduate programs. The University awarded 3,169 degrees in 2013-2014, including 1,987 undergraduate degrees, 772 master’s degrees, 104 doctoral degrees, 75 law degrees, 64 M.D. degrees, and 100 certificates.

The University had $99.1 million in total research and sponsored program expenditures in fiscal year 2014.

Faculty at the University number 822, with a total workforce of 2,789.

UND’s 548-acre campus, regarded as one of the most beautiful in the region, includes 243 buildings and more than 6.6 million square feet of space. Facilities include the Gorecki Alumni Center, the gateway to campus, the Wellness Center, and the Ralph Engelstad Arena, home of the University’s NCAA Division I ice hockey program. The Alerus Center, a 22,000-seat events and conference facility, joins such venues as the Fire Hall Theatre, Empire Arts Center, and North Dakota Museum of Art, as well as UND’s Chester Fritz Auditorium, Burtness Theatre, Hughes Fine Arts Center, and Hyslop Sports Center in bringing cultural, entertainment, and athletic programming to the community. New construction includes a four-story School of Medicine and Health Sciences, renovation and addition to the School of Law, and the Athletic High Performance Center.

= '''Student Innovation and Entrepreneurship''' =

The University of North Dakota was one of the first institutions in the nation to have a fully functioning School of Entrepreneurship. Within the SoE, there are 3 programs that students can major or minor in the SoE. These departments include Information Systems and Business Communications , Technology and Entrepreneurship.

=== ISBC ===

The Bachelor of Business Administration with a major in Information Systems is offered through the Department of Information Systems and Business Communication. This major offers broad preparation for a variety of information systems careers in corporate, government, and small business environments. Information Systems graduates attain careers as network administrators, database developers, information systems analysts, software programmers, technology consultants, computer support specialists, and a wide variety of emerging positions within the information systems and technology field. Positions range from entry-level information management systems positions, e.g., technical support, to those in senior management, e.g., Chief Information Officer (CIO).

=== Technology ===

The Graphic Design Technology program is an innovative, multidisciplinary major that integrates courses drawn from various academic departments. The major includes a significant business component—the Entrepreneurial Studies Certificate program—which is unique in comparison to all other graphic design programs in this region and most graphic design programs nationally. The Graphic Design Technology program combines theory and practice, and application and production in a liberal arts context giving students a solid university education. It provides students majoring in Graphic Design Technology with a diverse range of learning experiences and opportunities in a flexible, technology-rich environment.

Throughout this program students learn to plan, analyze, and create solutions to visual communication problems. They consider cognitive, cultural, physical, economic, political, psychological and social factors in planning and executing graphic designs appropriate for a given context. Students use a variety of print, electronic, and photographic media and technologies during the design process. The professional Graphic Design Technology program prepares students for an array of exciting careers in business, government, industry and education.

=== Entrepreneurship ===

Entrepreneurship is a multidisciplinary program within the College of Business and Public Administration. This program will prepare students to design and launch their own ventures, regardless of mission (for profit, not-for-profit or social), or effectively serve existing organizations. Entrepreneurship courses and programs are offered to both business and non-business majors.

The Entrepreneurship Major is designed to help prepare students for effective new venture creation and management. Students majoring in Entrepreneurship will pursue in-depth study of the needs of new and emerging ventures and existing businesses, using an entrepreneurial focus. Additionally, Entrepreneurship majors are challenged to pursue development of their own business ideas and opportunities. While it is not expected that all students in the Entrepreneurship major will establish new ventures immediately upon graduation, there is reason to believe that eventually, many Entrepreneurship graduates will start their own businesses. There is also a three-course Entrepreneurship Track available to business students majoring in one of the other disciplines who would like to add an entrepreneurship emphasis to their educational experience.

The College also offers a sixteen-credit Entrepreneurship Certificate program for non-majors. This program will appear on student transcripts to provide official recognition for completion of this entrepreneurship educational experience. This course sequence will provide opportunities for non-business majors to learn about business and administrative functions and to provide career enhancement. Students will better understand how the business functions will play a role in their future endeavors and how they can succeed in these efforts.

Entrepreneurship students are encouraged to immerse themselves in the practice of entrepreneurship and build a large portfolio of entrepreneur experiences while enrolled in the program. The more engaged the student becomes with the program, the more success and growth is experienced. This experiential learning includes such activities as doing class projects involving innovation and venturing, networking with successful entrepreneurs, getting involved in student groups, or participating in special events like the Department’s own Entrepreneurship Challenge Business Plan Competition.

== '''Center for Innovation''' ==

The '''''Center for Innovation''''' at the University of North Dakota was among the first entrepreneur outreach centers in the nation when formed in 1984.  The Center provides assistance to innovators, entrepreneurs, and researchers to launch new ventures, commercialize new technologies, and secure access to capital from private and public sources.  The Center manages two tech incubators in the UND Tech Park, provides SBIR outreach to the state's tech community, helping more than 40 companies secure more than $30 M in SBIR awards, the top source for seed capital for tech entrepreneurs. Since 2006, the Center for Innovation Foundation has helped 160 angel investors in launching nine angel funds in North Dakota and northwest Minnesota. These funds have invested  in 43 ventures  which--with co-investment and syndication--have resulted in over $26 million of equity investing, an average investment of $600,000 per venture.  It is also home to the only fully student managed venture fund in the nation where students make the actual investment decisions, Dakota Venture Group. The Center has fostered over 670 startups, which employs more than 6000 people and have attracted over $140 M in investment.  The Center was named  the state’s first  Center for Excellence in Economic Development in 2003 while building the Ina Mae Rude Entrepreneur Center. The Center for Innovation's vision and mission is to maintain national leadership in entrepreneur outreach and education, and become the leader in tech entrepreneurship in rural America. Our goals are to:

*Grow entrepreneur ventures
*Foster Innovation
*Secure access to entrepreneur capital
*Provide superb entrepreneur infrastructure
*Provide world-class entrepreneur education with the UND Entrepreneur Program 

== '''Dakota Venture Group''' ==

The Dakota Venture Group (DVG) is a University of North Dakota student run venture capital investment fund. DVG is the first completely student run venture capital fund in the United States. DVG provides students the opportunity to conduct due diligence, make final investment decisions, and negotiate deal term structure. DVG members represent a variety of academic disciplines and backgrounds, including accounting, finance, entrepreneurship, law, marketing, and engineering. By participating in Dakota Venture Group, UND students receive an unheard of opportunity for experiential learning in the field of venture capital and angel investing. The investment strategy of DVG includes making investments in high-growth ventures started by entrepreneurs in the United States, with preference given to regional and student initiated ventures. All investments are made with the goal of fostering economic growth. Over the past few years more than 80 DVG student members have screened numerous companies and made multiple investments. The Dakota Venture Group was established in September 2006 through a donation from the Dakota Foundation.

== '''College of Engineering and Mines''' ==

The following undergraduate programs are offered:

*Chemical Engineering
*Civil Engineering
*Electrical Engineering
*Geology and Geological Engineering
*Mechanical Engineering
*Petroleum Engineering

All programs are ABET accredited (our new Petroleum Engineering program has not yet completed the accreditation process) and supported by dedicated faculty, small class sizes and well-equipped laboratories.

= '''Faculty Innovation and Entrepreneurship''' =

Aside from tenure and contractual requirements, innovation and entrepreneurship is not, widely promoted to faculty for personal discovery or research. There is a growing movement on campus within faculty and leadership that hopes to change the current mindset- a movement that will no doubt find immense value in the findings of the UI fellow program and the landscape canvas. This movement gained immense strength with a series of demonstrations of support, vocal and in action, by the students and staff. These projects are not university driven- they're done on the faculty's own time. Faculty are encouraged to document and file all intellectual property they generate, some of which is forwarded to the TTO and processed.

= '''Technology Transfer''' =

The University expects faculty/staff to continue their professional development through active participation in research and other scholarly pursuits.

Since the University resources available for such activities are limited, the University encourages faculty/staff to solicit and obtain funds from potential sponsoring agencies, such as federal and state government, private foundation, industry and business.

This external support is generally awarded as grants, contracts, or cooperative agreements, with the University of North Dakota as the responsible fiscal agent.

A faculty or staff member is named as Principal Investigator (PI), and is responsible for conducting the instructional, research or service project in accordance with the conditions of the award.

Two offices exist to facilitate the process of obtaining extramural funding and administering awards that are received: Research Development & Compliance (RD&C) and the Grants & Contracts Administration (GCA) office.

Facilitating University-Industry Collaboration

This process is handled in large by the Center for Innovation located on campus. The Center has achieved 30 years of self-sufficiency securing over $30 M in entrepreneur infrastructure, services, outreach and endowments ''(very ''rare in economic development).  In the spirit of entrepreneurship, the Center pays its own way through fees for services, contracts, incubator rents and grants from foundations, entrepreneurs and government sources.

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

== Grand Forks Chamber of Commerce ==

The Chamber identifies and serves the needs of business. We work to increase prosperity by encouraging the growth of existing businesses and fostering establishment of new ones. We provide representation in government affairs at local, state, and national levels. We develop partnerships with educational, cultural, civic and service organizations. We gather facts, provide information, and facilitate discussions on key issues that impact business, the economy and the community as a whole.

== Grand Forks Region Economic Development Corporation ==

Economic development success is spurred by collaboration between public and private sectors investing in the Grand Forks Region EDC and supporting a shared vision for a vibrant regional economy.

== One Million Cups Grand Forks            ==

1 Million Cups is a free, weekly national program designed to educate, engage, and connect entrepreneurs. Developed by the Kauffman Foundation, 1MC is based on the notion that entrepreneurs discover solutions and network over a million cups of coffee. Grand Forks 1MC is one of the top 5 in membership and weekly attendance in the nation. 

= Related Links =

=== University of North Dakota University Innovation Fellow - Emily O'Brien ===

=== University of North Dakota University Innovation Fellow - Dan Daffinrud ===

=== University of North Dakota University Innovation Fellow - Benjamin Olson ===

=== University of North Dakota Strategic Priorities ===

== University of North Dakota Landscape Canvas ==

[[Category:Universities]]