University Innovation Fellows - User contributions [en]

School:Rensselaer Polytechnic Institute

2017-10-19T20:00:35Z

Jacdem14:

'''Rensselaer Polytechnic Institute Innovation Ecosystem: Promoting student innovation and entrepreneurship'''

= '''Overview''' =

'''''The motto of entrepreneurship at RPI:  A way to think. A way to learn. A way to succeed. ''''' [[File:Rensselaer Polytechnic Institute Seal.jpg|thumb]]

"Entrepreneurial thinking lies at the heart of Rensselaer’s philosophy. Like our faculty, Rensselaer students are encouraged to pursue creativity and discovery — and the results are often spectacular. Our undergraduates embrace change in ways that have transformed how the world works, plays, and lives.

Our entrepreneurship program is built on the premise that ''not everyone wants to, or needs to, become an entrepreneur, but in today’s world everyone should know how to think like one."''

This statement shows RPI's commitment to entrepreneurial thinking, not so much the outcome of entreprenurship. The RPI Exemplar's program is a great example of the culture of entrepreneurship that RPI thrives on, as the Exemplar's program is designed for students who have a high level of interest in complementing their education by aquiring an entrepreneurial perspective.

'''Formal programs:'''

*B.S. Electronic Arts (Media, Ecology, Entrepreneurship and Experimentation)
*BS. Design,Innovation and Society
*M.S. Technological Communication & Entrepreneurship
*Ph.D. Science and Technology Studies
*Minor Entrepreneurship

'''Extracurricular Activities:'''

*[http://www.eship.rpi.edu/exemplars_scholar_edge.html Exemplar's Program]
*[http://www.rpi.edu/dept/lally/centers/severino/foundry.html RPI Foundry]
*[http://designforamerica.com/studios/rensselaer/ RPI Design for America]
*[http://startuptechvalley.org/ Startup Tech Valley]
*[http://lallyschool.rpi.edu/severino-center-competitions Business Model Competition]
*[http://lallyschool.rpi.edu/severino-center-competitions Change the World Challenge]
*[http://lallyschool.rpi.edu/severino-center-competitions Elevator Pitch Competition]

[[File:RPI.png|border|RPI.png]]

'''Conferences and Workshops: '''

*[http://rpihub.org/boss-sponsors/ BOSS Conference]
*[http://www.tvcog.net/ Startup Validation Conference]
*[http://startup.ny.gov/ Startup NY]
*[http://startuptechvalley.org/ StartupTech Valley]

Education geared toward entrepreneurial thinking encourages students at RPI to think in different ways, to come up with new ideas to solve problems and to enter on-campus competitions such as the Change the World Challenge, the Class of ’51 Entrepreneurial Fund, the Elevator Pitch Competition, and the RPI Business Plan Competition.  These programs often provide the spark which gives students the entrepreneurial bug and encourages them to continue pursuing their ideas.

The Severino Center for Technological Entrepreneurship (SCTE), centered in Rensselaer’s Lally School of Management & Technology, helps to foster new generations of budding and successful entrepreneurs through outreach programs, education, and support systems.  In recognition of the fact that most business students aren’t inventors, the Lally School intersects with other schools on campus to encourage the formation of new student teams and the fusing of their ideas.

Small Buhrmaster grants in the amounts of $1,000 to $2,000 are available, as determined by the Director of the Severino Center, for student ventures to test the market feasibility of their business concepts and to establish and define their target customers.  Mr. Buhrmaster, ’69 is a friend of the Lally school and a member of its advisory council.

The Severino Center also provides Mentoring and Resources via the Student Sandbox, Entrepreneurs-in-Residence, the Rensselaer Student Entrepreneurship Club, and assistance in finding teammates.  Experienced entrepreneur volunteers are assigned to coach teams that receive a Buhrmaster grant to help guide them in their market and business development activities.  

= Lanscape Canvas Spreadsheet =

{{#widget:Google Spreadsheet|key=1wVtekPe8uqhT8zfpcX47kkFngO_99MW-6RiOWRQYfJw|width=1000|height=650}}

= '''Encouraging faculty innovation and entrepreneurship''' =

''Incredible professors like Burt Swersey, Dr. Eric Ledet, and many others''

''"For the last decade, the Rensselaer Plan has provided a blueprint for transformation and impact. It has guided the development of an exceptional campus environment for advancing research with the potential to address science and society’s most challenging problems. Based on this strong foundation, Rensselaer research is creating a better future through the innovation and engineering of a better world. With our accelerated trajectory, the best is yet to come."''

Research is huge on RPI's campus and encouraging innovation is both in line with The Rensselaer Plan and Rensselaer's motto of "why not change the world?"

[[File:Rpi logo tag lg 22.gif]]

== Innovation and Entrepreneurship Classes and Activities ==

There are multiple different types of organizations and classes that try to teach theses sorts of opportunities and ways of thinking at Rensselaer, including a class called How to Change the World and Starting a New Venture. In addition to this, there are activities such as Design for America and Foundry that are also a part of the I&E spectrum. In addition to these supplementary classes, there are also other courses such as Capstone Senior Design Course that help to develop interdisciplinary bridges across multiple academic departments. A prerequisite for this sort of course consists of many different classes across many different academic subjects, as well as the class Introduction to Engineering design during most engineering student's sophomore years, which focus on giving exposure to the design process that will help Rensselaer's engineering students in the future. 

== Other Resources ==

In addition to classes, Rensselaer offers many different types of laboratories that are opened during certain hours of the day. These include the Mercer Lab for Electronics, the MILL, the Forge and Student Shop. These labs are opened during certain hours of the day that give certain students access to different types of equipment for them to do prototyping and other types of work with.

There are many different co-op and internship opportunities at Rensselaer as well, that work with many companies. Some of Rensselaer's top employers are United Technology Corporation, Boeing, Cisco, General Electric, GlobalFoundries, Deloitte, Epic Systems, FactSet, Regeneron Pharmaceuticals, Schlumberger, Hasbro and IBM.

= '''Actively supporting the university technology transfer function''' =

''RPI Office of Technology Commercialization: ''[http://www.rpitechnology.com/ http://www.rpitechnology.com/]

''RPI Technology Transfer/Innovation Hub: ''[http://rpihub.org/author/admin/ http://rpihub.org/author/admin/]

== The Rensselaer Plan ==

The Rensselaer Plan addresses technology transfer and intellectual property policies that encourage entrepreneurship.  Research is the major driver of science and technology transfer, invention, and innovation. Technological entrepreneurship completes the technology lifecycle — from discovery to the creation of impact in the global marketplace. With an expanding research base, we will cultivate a campus culture that provides the spirit and motivation for inventors to pursue commercialization. We will: Increase awareness of intellectual property, preserving its value in research agreements and maximizing its value under shared equity arrangements and licensing agreements, covering intellectual property developed in research and materials developed for distance education.  Create intellectual property policies that encourage entrepreneurship and allowthe university to take equity positions in new ventures as appropriate.  Ensure that intellectual property policies have adequate and appropriate conflictof interest and conflict of commitment provisions. Develop an awareness and infrastructure of intellectual property rights policies, incentives, and marketing to support innovation and commercialization.

== Creating and Supporting New Ventures ==

World-class technological research universities excel in transferring research outputs to the commercial sector. We will create innovative programs targeted at growing major new technological ventures and creating value. We will:  Enhance the process of matching researchers and entrepreneurs to create new ventures that take Rensselaer intellectual property to market  Provide business planning and facilitate venture capital for faculty and students for start-up companies that commercialize leading-edge Rensselaer research.  Expand the Incubator program to accommodate more start-ups and second-stage incubation.  Expand the flow of technology, talent, and ventures into the Rensselaer Technology Park and the Capital Region. Bring new focus to the Rensselaer Technology Park as the locus for mature ventures based on the technologies taught and researched at the Institute. Work with private and public sources to attract new venture capital and entrepreneurial talent to the Capital Region.

= '''Facilitating University-Industry Collaboration''' =

== RPI Tech Park ==

Rensselaer Technology Park is a university related park for technology ventures seeking a unique environment focused on the interface between industry and education.

According to the rpitechpark.com website, the University Interactions Policy of the Tech Park is built upon "a fundamental objective of the Park is to develop interactions between tenant companies and the university.  Such interactions enrich the educational environment of the university and help the companies stay on the leading edge of their technologies.  All companies in the Park automatically become “affiliates” of Rensselaer."  Building a synergistic environment is a responsibility shared by all members of the Park staff."

== EVE (Emerging Ventures Ecosystem) ==

The work of turning ideas into real companies happens in RPI’s incubator, the Emerging Ventures Ecosystem (EVE).  EVE is a distributed incubation program which accelerates the growth of new businesses and boosts the transfer of scientific and technological breakthroughs from the laboratory and classroom to the marketplace, for social and economic impact.

Launched in February 2011, the Emerging Ventures Ecosystem (EVE) at Rensselaer Polytechnic Institute serves to link “Rensselaer institutional resources and alumni/ae expertise symbiotically with community strengths, in a multi-faceted partnership for mutual benefit.”  The goal of EVE is to nurture new businesses and to build upon the decades of successful efforts of RPI’s previous incubator by helping young businesses grow and succeed.[[File:Evered.gif|thumb|Evered.gif]]

Rensselaer’s previous incubator program was opened in 1980 as the nation’s first such program wholly sponsored and operated by a university. In its later stages, the incubator was primarily used for its “brick and mortar” assets, as place for entrepreneurially minded students to rent at a low cost, with convenient access to a photocopier.  The model of RPI’s old incubator was traditional: it was rented by students who were seeking to start a venture, which either lived or died, and then moved on.  The RPI Incubator building was closed in late 2009 simply because it did not make any money for the institution.

The new EVE program utilizes an innovative distributed incubation model, maintaining a central office in Troy, NY and working with each company to find an ideal matchup of space-to-enterprise in Troy and the surrounding area.  EVE is overseen by James Spencer, who has 20 years of experience in leading organizational creation and growth as an entrepreneurial business executive.

Once a new company completes the application process for the EVE program — through which Rensselaer will determine, in part, whether the entrepreneur is willing to put in the effort to make the company successful — the program will assign a status to the company: pre-seed, emerging, or early stage. Assigning these descriptions will help EVE mentors and administrators determine the specific services needed by each business.

Under EVE, businesses that are accepted into the program will receive a series of specific services that will help accelerate their growth.  A board of advisers will be established from community resources or alumni/ae for each new company.  If a company already has a board of advisers or directors, EVE will assign an additional person to the board to act as a liaison to mobilize resources within the Institute.

Upon formation of a board of advisors, three or four key objectives are developed by each company with the help of their advisory board.  Milestones for these objectives are then established for each quarter, in an effort to create a concrete plan for success and to generate measurable objectives; new goals are developed for succeeding semesters.  Companies must continue to show steady progress in order to remain in the program.

As a member of EVE, a company will have access to the Entrepreneur(s)-in-Residence at the Lally School as well as other resources including labs, patenting and licensing services, faculty, and students for work-study assignments, internships (REIP), and student projects.  Additional resources for EVE members include alumni/ae and community volunteers such as attorneys and accountants who are available to answer questions and provide advice and one time assistance for basic questions.  If an EVE company requires further professional assistance, they are encouraged to select a professional service company from a list provided through the EVE program. Such services may be offered at a discount to seed and early stage companies.

EVE hosts monthly peer review meetings, known as CEO Roundtable Discussions, among the CEOs of the incubated companies as a framework for peer-to-peer coaching among the mix of pre-seed, early state, and emerging companies supported by the EVE incubator program.  At these meetings, participants will sign disclosure agreements allowing a platform for confidential open discussions about topics and issues of importance to them.  The companies will also be invited to a monthly meeting featuring a speaker or a lecturer based upon a topic selected by the EVE companies’ CEOs and will also attend quarterly meet-ups for all employees of incubated companies, allowing the employees to build relationships and exchange ideas.

EVE promotes and introduces its companies to investors, assists them in identifying and seeking grant opportunities such as NYSERDA and SBIR, and helps them prepare for business plan competitions; the companies are given assistance in preparing applications, presentations, and pitches.  Additionally, members are provided access to professional grant writers to assist them as needed.

The EVE companies are invited to expand their professional networks through networking opportunities within the local business and academic community in order increase exposure to decision makers, funding sources from grants, and potential angel investors.  EVE is physically located off-campus in an effort to incubate companies directly in the community of Troy, NY and to strategically re-invent the typical “brick and mortar” business incubation model followed by RPI’s old incubator.  EVE is not a center where entrepreneurial students can simply rent space and use a photocopier the way a “brick and mortar” incubator is often used, but it is a 4,000 square foot center which strictly focuses on moving students through a business development continuum and on preparing them to fill vacant business facilities in the Troy community, leased at very low prices by realtors.  EVE does not want to focus on space like the traditional brick and mortar incubation model because if a company takes up too much space, they can’t let others in; student startups enrolled in EVE are treated like real businesses.

EVE was launched in February of 2011 with eight companies and now supports over thirty.  The continuum of business development begins with the formation of customized ninety-day plans which include 3-5 specific short term goals, preparing these young ventures to fill business space in the community.  Each venture enrolled in EVE has access to a huge network of professional individuals which include over 90,000 alumni that can potentially serve as mentors (25-30 of which are very active), the wind tunnel and prototyping capabilities at RPI, NYSERDA money, professional services (the first hour or two of which are provided for free), and accounting firms to help set up Quickbooks.  Although many professional services are not provided for EVE companies, aggressive rates are negotiated with local providers and funding often comes from venture pitches.

The key to RPI’s Emerging Ventures Ecosystem is that companies never graduate from the incubator because business development and iteration is never finalized.  Companies supported by EVE are always welcome to come back and ask for assistance in making new connections with the large international network of individuals.  RPI’s large alumni network serves as a virtual incubator in the sense that the network is leveraged to help grow companies as they experience the transition from technology ideas and intellectual property to commercialization through their education. 

== ==

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

== Startup Tech Valley - Where Entrepreneurs and the Community Come Together ==

A monthly meetup for first-time entrepreneurs, experienced entrepreneurs, aspiring entrepreneurs, investors, mentors, employees of startups, serviceprodiders to startups, and anyone else who wants to be involved.

== Tech Valley Center of Gravity ==

The Tech Valley Center of Gravity is a federation of makers, hackers, crafters, and artists who share camaraderie, space, and resources to do our tinkering. We have a permanent makerspace, several satellite locations, and a community of local individuals and organizations to share and support them. We are based in downtown Troy, NY, and sponsor events all over the New York State Capital Region.

Our primary goal is to build a community around the idea of doing for ourselves, rather than just passively consuming, and learning how the arts, crafts, and technologies that surround us every day work, along the way. We also aim to create a network of contacts for small business and start-ups in the Capital Region to connect with local leaders, like-minded businesses and individuals, and tools and resources they might not otherwise have access to.

== Accelerate518 ==

TAccelerate518 (A518) is a consortium of stakeholders nestled in the heart of our State—New York’s Capital Region. The Capital Region encompasses four counties: Albany, Schenectady, Rensselaer and Saratoga. The synergy of these four counties is the catalyst for invention and innovation.

The Capital Region has a rich history of incubating and growing multinational corporations, including: New York Central Railroad, American Express, Cap Cities, General Electric, American Locomotive Company, Albany International, International Paper, and Albany Molecular Research. Accelerate518 is a platform to facilitate multiple groups working together to advance entrepreneurship and innovation in the Capital Region.  The goals of A518 include fostering active collaboration among educators and stakeholders, providing practical resources for entrepreneurs, sharing resources for education and training, and developing a network of individuals committed to invigorating the startup culture of the Capital Region.  We have aligned our interests to help the regional entrepreneurial ecosystem grow companies and create sustainable jobs. Initial core members of A518 include: CEG, Albany Medical College, Albany Law School, Hudson Valley Community College, RPI, Sage Colleges, Siena College, Skidmore College, Union College, and University at Albany.

= Landscape Canvas and Presentation =

[https://docs.google.com/presentation/d/1Ek9pplesv42Ubc0TzcqW7mtASYtgL_XbJmvxJG4e14s/pub?start=true&loop=true&delayms=3000 Landscape Canvas Documentation]

[https://docs.google.com/spreadsheets/d/1cg47LQI3tLh2gxM4u2FfyEPX1ljnFulr97_amxy4ebc/pubhtml Landscape Presentation]

= Related Links =

'''RTENOTITLE'''

[[Rensselaer Polytechnic Institute Student Priorities]]

University Innovation Fellows

Spring 2017:

[[Jacquelyn_Demshick|Jacquelyn Demshick]]

[[Jacqueline_Curtsinger|Jacqueline Curtsinger]]

[[RiaShroff|Ria Shroff]]

Fall 2017:

[[Vincent Arena]]

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Universities]]

School:Rensselaer Polytechnic Institute

2017-10-19T19:59:00Z

Jacdem14:

'''Rensselaer Polytechnic Institute Innovation Ecosystem: Promoting student innovation and entrepreneurship'''

= '''Overview''' =

'''''The motto of entrepreneurship at RPI:  A way to think. A way to learn. A way to succeed. ''''' [[File:Rensselaer Polytechnic Institute Seal.jpg|thumb]]

"Entrepreneurial thinking lies at the heart of Rensselaer’s philosophy. Like our faculty, Rensselaer students are encouraged to pursue creativity and discovery — and the results are often spectacular. Our undergraduates embrace change in ways that have transformed how the world works, plays, and lives.

Our entrepreneurship program is built on the premise that ''not everyone wants to, or needs to, become an entrepreneur, but in today’s world everyone should know how to think like one."''

This statement shows RPI's commitment to entrepreneurial thinking, not so much the outcome of entreprenurship. The RPI Exemplar's program is a great example of the culture of entrepreneurship that RPI thrives on, as the Exemplar's program is designed for students who have a high level of interest in complementing their education by aquiring an entrepreneurial perspective.

'''Formal programs:'''

*B.S. Electronic Arts (Media, Ecology, Entrepreneurship and Experimentation)
*BS. Design,Innovation and Society
*M.S. Technological Communication & Entrepreneurship
*Ph.D. Science and Technology Studies
*Minor Entrepreneurship

'''Extracurricular Activities:'''

*[http://www.eship.rpi.edu/exemplars_scholar_edge.html Exemplar's Program]
*[http://www.rpi.edu/dept/lally/centers/severino/foundry.html RPI Foundry]
*[http://designforamerica.com/studios/rensselaer/ RPI Design for America]
*[http://startuptechvalley.org/ Startup Tech Valley]
*[http://lallyschool.rpi.edu/severino-center-competitions Business Model Competition]
*[http://lallyschool.rpi.edu/severino-center-competitions Change the World Challenge]
*[http://lallyschool.rpi.edu/severino-center-competitions Elevator Pitch Competition]

[[File:RPI.png|border|RPI.png]]

'''Conferences and Workshops: '''

*[http://rpihub.org/boss-sponsors/ BOSS Conference]
*[http://www.tvcog.net/ Startup Validation Conference]
*[http://startup.ny.gov/ Startup NY]
*[http://startuptechvalley.org/ StartupTech Valley]

Education geared toward entrepreneurial thinking encourages students at RPI to think in different ways, to come up with new ideas to solve problems and to enter on-campus competitions such as the Change the World Challenge, the Class of ’51 Entrepreneurial Fund, the Elevator Pitch Competition, and the RPI Business Plan Competition.  These programs often provide the spark which gives students the entrepreneurial bug and encourages them to continue pursuing their ideas.

The Severino Center for Technological Entrepreneurship (SCTE), centered in Rensselaer’s Lally School of Management & Technology, helps to foster new generations of budding and successful entrepreneurs through outreach programs, education, and support systems.  In recognition of the fact that most business students aren’t inventors, the Lally School intersects with other schools on campus to encourage the formation of new student teams and the fusing of their ideas.

Small Buhrmaster grants in the amounts of $1,000 to $2,000 are available, as determined by the Director of the Severino Center, for student ventures to test the market feasibility of their business concepts and to establish and define their target customers.  Mr. Buhrmaster, ’69 is a friend of the Lally school and a member of its advisory council.

The Severino Center also provides Mentoring and Resources via the Student Sandbox, Entrepreneurs-in-Residence, the Rensselaer Student Entrepreneurship Club, and assistance in finding teammates.  Experienced entrepreneur volunteers are assigned to coach teams that receive a Buhrmaster grant to help guide them in their market and business development activities.  

= Lanscape Canvas Spreadsheet =

{{#widget:Google Spreadsheet|key=1wVtekPe8uqhT8zfpcX47kkFngO_99MW-6RiOWRQYfJw|width=1000|height=650}}

= '''Encouraging faculty innovation and entrepreneurship''' =

''Incredible professors like Burt Swersey, Dr. Eric Ledet, and many others''

''"For the last decade, the Rensselaer Plan has provided a blueprint for transformation and impact. It has guided the development of an exceptional campus environment for advancing research with the potential to address science and society’s most challenging problems. Based on this strong foundation, Rensselaer research is creating a better future through the innovation and engineering of a better world. With our accelerated trajectory, the best is yet to come."''

Research is huge on RPI's campus and encouraging innovation is both in line with The Rensselaer Plan and Rensselaer's motto of "why not change the world?"

[[File:Rpi logo tag lg 22.gif]]

== Innovation and Entrepreneurship Classes and Activities ==

There are multiple different types of organizations and classes that try to teach theses sorts of opportunities and ways of thinking at Rensselaer, including a class called How to Change the World and Starting a New Venture. In addition to this, there are activities such as Design for America and Foundry that are also a part of the I&E spectrum. In addition to these supplementary classes, there are also other courses such as Capstone Senior Design Course that help to develop interdisciplinary bridges across multiple academic departments. A prerequisite for this sort of course consists of many different classes across many different academic subjects, as well as the class Introduction to Engineering design during most engineering student's sophomore years, which focus on giving exposure to the design process that will help Rensselaer's engineering students in the future. 

== Other Resources ==

In addition to classes, Rensselaer offers many different types of laboratories that are opened during certain hours of the day. These include the Mercer Lab for Electronics, the MILL, the Forge and Student Shop. These labs are opened during certain hours of the day that give certain students access to different types of equipment for them to do prototyping and other types of work with.

There are many different co-op and internship opportunities at Rensselaer as well, that work with many companies. Some of Rensselaer's top employers are United Technology Corporation, Boeing, Cisco, General Electric, GlobalFoundries, Deloitte, Epic Systems, FactSet, Regeneron Pharmaceuticals, Schlumberger, Hasbro and IBM.

= '''Actively supporting the university technology transfer function''' =

''RPI Office of Technology Commercialization: ''[http://www.rpitechnology.com/ http://www.rpitechnology.com/]

''RPI Technology Transfer/Innovation Hub: ''[http://rpihub.org/author/admin/ http://rpihub.org/author/admin/]

== The Rensselaer Plan ==

The Rensselaer Plan addresses technology transfer and intellectual property policies that encourage entrepreneurship.  Research is the major driver of science and technology transfer, invention, and innovation. Technological entrepreneurship completes the technology lifecycle — from discovery to the creation of impact in the global marketplace. With an expanding research base, we will cultivate a campus culture that provides the spirit and motivation for inventors to pursue commercialization. We will: Increase awareness of intellectual property, preserving its value in research agreements and maximizing its value under shared equity arrangements and licensing agreements, covering intellectual property developed in research and materials developed for distance education.  Create intellectual property policies that encourage entrepreneurship and allowthe university to take equity positions in new ventures as appropriate.  Ensure that intellectual property policies have adequate and appropriate conflictof interest and conflict of commitment provisions. Develop an awareness and infrastructure of intellectual property rights policies, incentives, and marketing to support innovation and commercialization.

== Creating and Supporting New Ventures ==

World-class technological research universities excel in transferring research outputs to the commercial sector. We will create innovative programs targeted at growing major new technological ventures and creating value. We will:  Enhance the process of matching researchers and entrepreneurs to create new ventures that take Rensselaer intellectual property to market  Provide business planning and facilitate venture capital for faculty and students for start-up companies that commercialize leading-edge Rensselaer research.  Expand the Incubator program to accommodate more start-ups and second-stage incubation.  Expand the flow of technology, talent, and ventures into the Rensselaer Technology Park and the Capital Region. Bring new focus to the Rensselaer Technology Park as the locus for mature ventures based on the technologies taught and researched at the Institute. Work with private and public sources to attract new venture capital and entrepreneurial talent to the Capital Region.

= '''Facilitating University-Industry Collaboration''' =

== RPI Tech Park ==

Rensselaer Technology Park is a university related park for technology ventures seeking a unique environment focused on the interface between industry and education.

According to the rpitechpark.com website, the University Interactions Policy of the Tech Park is built upon "a fundamental objective of the Park is to develop interactions between tenant companies and the university.  Such interactions enrich the educational environment of the university and help the companies stay on the leading edge of their technologies.  All companies in the Park automatically become “affiliates” of Rensselaer."  Building a synergistic environment is a responsibility shared by all members of the Park staff."

== EVE (Emerging Ventures Ecosystem) ==

The work of turning ideas into real companies happens in RPI’s incubator, the Emerging Ventures Ecosystem (EVE).  EVE is a distributed incubation program which accelerates the growth of new businesses and boosts the transfer of scientific and technological breakthroughs from the laboratory and classroom to the marketplace, for social and economic impact.

Launched in February 2011, the Emerging Ventures Ecosystem (EVE) at Rensselaer Polytechnic Institute serves to link “Rensselaer institutional resources and alumni/ae expertise symbiotically with community strengths, in a multi-faceted partnership for mutual benefit.”  The goal of EVE is to nurture new businesses and to build upon the decades of successful efforts of RPI’s previous incubator by helping young businesses grow and succeed.[[File:Evered.gif|thumb|Evered.gif]]

Rensselaer’s previous incubator program was opened in 1980 as the nation’s first such program wholly sponsored and operated by a university. In its later stages, the incubator was primarily used for its “brick and mortar” assets, as place for entrepreneurially minded students to rent at a low cost, with convenient access to a photocopier.  The model of RPI’s old incubator was traditional: it was rented by students who were seeking to start a venture, which either lived or died, and then moved on.  The RPI Incubator building was closed in late 2009 simply because it did not make any money for the institution.

The new EVE program utilizes an innovative distributed incubation model, maintaining a central office in Troy, NY and working with each company to find an ideal matchup of space-to-enterprise in Troy and the surrounding area.  EVE is overseen by James Spencer, who has 20 years of experience in leading organizational creation and growth as an entrepreneurial business executive.

Once a new company completes the application process for the EVE program — through which Rensselaer will determine, in part, whether the entrepreneur is willing to put in the effort to make the company successful — the program will assign a status to the company: pre-seed, emerging, or early stage. Assigning these descriptions will help EVE mentors and administrators determine the specific services needed by each business.

Under EVE, businesses that are accepted into the program will receive a series of specific services that will help accelerate their growth.  A board of advisers will be established from community resources or alumni/ae for each new company.  If a company already has a board of advisers or directors, EVE will assign an additional person to the board to act as a liaison to mobilize resources within the Institute.

Upon formation of a board of advisors, three or four key objectives are developed by each company with the help of their advisory board.  Milestones for these objectives are then established for each quarter, in an effort to create a concrete plan for success and to generate measurable objectives; new goals are developed for succeeding semesters.  Companies must continue to show steady progress in order to remain in the program.

As a member of EVE, a company will have access to the Entrepreneur(s)-in-Residence at the Lally School as well as other resources including labs, patenting and licensing services, faculty, and students for work-study assignments, internships (REIP), and student projects.  Additional resources for EVE members include alumni/ae and community volunteers such as attorneys and accountants who are available to answer questions and provide advice and one time assistance for basic questions.  If an EVE company requires further professional assistance, they are encouraged to select a professional service company from a list provided through the EVE program. Such services may be offered at a discount to seed and early stage companies.

EVE hosts monthly peer review meetings, known as CEO Roundtable Discussions, among the CEOs of the incubated companies as a framework for peer-to-peer coaching among the mix of pre-seed, early state, and emerging companies supported by the EVE incubator program.  At these meetings, participants will sign disclosure agreements allowing a platform for confidential open discussions about topics and issues of importance to them.  The companies will also be invited to a monthly meeting featuring a speaker or a lecturer based upon a topic selected by the EVE companies’ CEOs and will also attend quarterly meet-ups for all employees of incubated companies, allowing the employees to build relationships and exchange ideas.

EVE promotes and introduces its companies to investors, assists them in identifying and seeking grant opportunities such as NYSERDA and SBIR, and helps them prepare for business plan competitions; the companies are given assistance in preparing applications, presentations, and pitches.  Additionally, members are provided access to professional grant writers to assist them as needed.

The EVE companies are invited to expand their professional networks through networking opportunities within the local business and academic community in order increase exposure to decision makers, funding sources from grants, and potential angel investors.  EVE is physically located off-campus in an effort to incubate companies directly in the community of Troy, NY and to strategically re-invent the typical “brick and mortar” business incubation model followed by RPI’s old incubator.  EVE is not a center where entrepreneurial students can simply rent space and use a photocopier the way a “brick and mortar” incubator is often used, but it is a 4,000 square foot center which strictly focuses on moving students through a business development continuum and on preparing them to fill vacant business facilities in the Troy community, leased at very low prices by realtors.  EVE does not want to focus on space like the traditional brick and mortar incubation model because if a company takes up too much space, they can’t let others in; student startups enrolled in EVE are treated like real businesses.

EVE was launched in February of 2011 with eight companies and now supports over thirty.  The continuum of business development begins with the formation of customized ninety-day plans which include 3-5 specific short term goals, preparing these young ventures to fill business space in the community.  Each venture enrolled in EVE has access to a huge network of professional individuals which include over 90,000 alumni that can potentially serve as mentors (25-30 of which are very active), the wind tunnel and prototyping capabilities at RPI, NYSERDA money, professional services (the first hour or two of which are provided for free), and accounting firms to help set up Quickbooks.  Although many professional services are not provided for EVE companies, aggressive rates are negotiated with local providers and funding often comes from venture pitches.

The key to RPI’s Emerging Ventures Ecosystem is that companies never graduate from the incubator because business development and iteration is never finalized.  Companies supported by EVE are always welcome to come back and ask for assistance in making new connections with the large international network of individuals.  RPI’s large alumni network serves as a virtual incubator in the sense that the network is leveraged to help grow companies as they experience the transition from technology ideas and intellectual property to commercialization through their education. 

== ==

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

== Startup Tech Valley - Where Entrepreneurs and the Community Come Together ==

A monthly meetup for first-time entrepreneurs, experienced entrepreneurs, aspiring entrepreneurs, investors, mentors, employees of startups, serviceprodiders to startups, and anyone else who wants to be involved.

== Tech Valley Center of Gravity ==

The Tech Valley Center of Gravity is a federation of makers, hackers, crafters, and artists who share camaraderie, space, and resources to do our tinkering. We have a permanent makerspace, several satellite locations, and a community of local individuals and organizations to share and support them. We are based in downtown Troy, NY, and sponsor events all over the New York State Capital Region.

Our primary goal is to build a community around the idea of doing for ourselves, rather than just passively consuming, and learning how the arts, crafts, and technologies that surround us every day work, along the way. We also aim to create a network of contacts for small business and start-ups in the Capital Region to connect with local leaders, like-minded businesses and individuals, and tools and resources they might not otherwise have access to.

== Accelerate518 ==

TAccelerate518 (A518) is a consortium of stakeholders nestled in the heart of our State—New York’s Capital Region. The Capital Region encompasses four counties: Albany, Schenectady, Rensselaer and Saratoga. The synergy of these four counties is the catalyst for invention and innovation.

The Capital Region has a rich history of incubating and growing multinational corporations, including: New York Central Railroad, American Express, Cap Cities, General Electric, American Locomotive Company, Albany International, International Paper, and Albany Molecular Research. Accelerate518 is a platform to facilitate multiple groups working together to advance entrepreneurship and innovation in the Capital Region.  The goals of A518 include fostering active collaboration among educators and stakeholders, providing practical resources for entrepreneurs, sharing resources for education and training, and developing a network of individuals committed to invigorating the startup culture of the Capital Region.  We have aligned our interests to help the regional entrepreneurial ecosystem grow companies and create sustainable jobs. Initial core members of A518 include: CEG, Albany Medical College, Albany Law School, Hudson Valley Community College, RPI, Sage Colleges, Siena College, Skidmore College, Union College, and University at Albany.

= Landscape Canvas and Presentation =

[https://docs.google.com/presentation/d/1Ek9pplesv42Ubc0TzcqW7mtASYtgL_XbJmvxJG4e14s/pub?start=true&loop=true&delayms=3000 Landscape Canvas Documentation]

[https://docs.google.com/spreadsheets/d/1cg47LQI3tLh2gxM4u2FfyEPX1ljnFulr97_amxy4ebc/pubhtml Landscape Presentation]

= Related Links =

'''RTENOTITLE'''

[[Rensselaer Polytechnic Institute Student Priorities]]

University Innovation Fellows

Spring 2017:

[[Vincent Arena]]

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Universities]]

School:Rensselaer Polytechnic Institute

2017-10-19T19:57:11Z

Jacdem14:

'''Rensselaer Polytechnic Institute Innovation Ecosystem: Promoting student innovation and entrepreneurship'''

= '''Overview''' =

'''''The motto of entrepreneurship at RPI:  A way to think. A way to learn. A way to succeed. ''''' [[File:Rensselaer Polytechnic Institute Seal.jpg|thumb|Rensselaer Polytechnic Institute Seal.jpg]]

"Entrepreneurial thinking lies at the heart of Rensselaer’s philosophy. Like our faculty, Rensselaer students are encouraged to pursue creativity and discovery — and the results are often spectacular. Our undergraduates embrace change in ways that have transformed how the world works, plays, and lives.

Our entrepreneurship program is built on the premise that ''not everyone wants to, or needs to, become an entrepreneur, but in today’s world everyone should know how to think like one."''

This statement shows RPI's commitment to entrepreneurial thinking, not so much the outcome of entreprenurship. The RPI Exemplar's program is a great example of the culture of entrepreneurship that RPI thrives on, as the Exemplar's program is designed for students who have a high level of interest in complementing their education by aquiring an entrepreneurail perspective.

'''Formal programs:'''

*B.S. Electronic Arts (Media, Ecology, Entrepreneurship and Experimentation)
*BS. Design,Innovationand Society
*M.S. Technological Communication & Entrepreneurship
*Ph.D. Science and Technology Studies
*Minor Entrepreneurship

'''Extracurricular Activities:'''

*[http://www.eship.rpi.edu/exemplars_scholar_edge.html Exemplar's Program]
*[http://www.rpi.edu/dept/lally/centers/severino/foundry.html RPI Foundry]
*[http://designforamerica.com/studios/rensselaer/ RPI Design for America]
*[http://startuptechvalley.org/ Startup Tech Valley]
*[http://lallyschool.rpi.edu/severino-center-competitions Business Model Competition]
*[http://lallyschool.rpi.edu/severino-center-competitions Change the World Challenge]
*[http://lallyschool.rpi.edu/severino-center-competitions Elevator Pitch Competition]

[[File:RPI.png|border|RPI.png]]

'''Conferences and Workshops: '''

*[http://rpihub.org/boss-sponsors/ BOSS Conference]
*[http://www.tvcog.net/ Startup Validation Conference]
*[http://startup.ny.gov/ Startup NY]
*[http://startuptechvalley.org/ StartupTech Valley]

Education geared toward entrepreneurial thinking encourages students at RPI to think in different ways, to come up with new ideas to solve problems and to enter on-campus competitions such as the Change the World Challenge, the Class of ’51 Entrepreneurial Fund, the Elevator Pitch Competition, and the RPI Business Plan Competition.  These programs often provide the spark which gives students the entrepreneurial bug and encourages them to continue pursuing their ideas.

The Severino Center for Technological Entrepreneurship (SCTE), centered in Rensselaer’s Lally School of Management & Technology, helps to foster new generations of budding and successful entrepreneurs through outreach programs, education, and support systems.  In recognition of the fact that most business students aren’t inventors, the Lally School intersects with other schools on campus to encourage the formation of new student teams and the fusing of their ideas.

Small Buhrmaster grants in the amounts of $1,000 to $2,000 are available, as determined by the Director of the Severino Center, for student ventures to test the market feasibility of their business concepts and to establish and define their target customers.  Mr. Buhrmaster, ’69 is a friend of the Lally school and a member of its advisory council.

The Severino Center also provides Mentoring and Resources via the Student Sandbox, Entrepreneurs-in-Residence, the Rensselaer Student Entrepreneurship Club, and assistance in finding teammates.  Experienced entrepreneur volunteers are assigned to coach teams that receive a Buhrmaster grant to help guide them in their market and business development activities.  

= Lanscape Canvas Spreadsheet =

{{#widget:Google Spreadsheet|key=1wVtekPe8uqhT8zfpcX47kkFngO_99MW-6RiOWRQYfJw|width=1000|height=650}}

= '''Encouraging faculty innovation and entrepreneurship''' =

''Incredible professors like Burt Swersey, Dr. Eric Ledet, and many others''

''"For the last decade, the Rensselaer Plan has provided a blueprint for transformation and impact. It has guided the development of an exceptional campus environment for advancing research with the potential to address science and society’s most challenging problems. Based on this strong foundation, Rensselaer research is creating a better future through the innovation and engineering of a better world. With our accelerated trajectory, the best is yet to come."''

Research is huge on RPI's campus and encouraging innovation is both in line with The Rensselaer Plan and Rensselaer's motto of "why not change the world?"

[[File:Rpi logo tag lg 22.gif]]

== Innovation and Entrepreneurship Classes and Activities ==

There are multiple different types of organizations and classes that try to teach theses sorts of opportunities and ways of thinking at Rensselaer, including a class called How to Change the World and Starting a New Venture. In addition to this, there are activities such as Design for America and Foundry that are also a part of the I&E spectrum. In addition to these supplementary classes, there are also other courses such as Capstone Senior Design Course that help to develop interdisciplinary bridges across multiple academic departments. A prerequisite for this sort of course consists of many different classes across many different academic subjects, as well as the class Introduction to Engineering design during most engineering student's sophomore years, which focus on giving exposure to the design process that will help Rensselaer's engineering students in the future. 

== Other Resources ==

In addition to classes, Rensselaer offers many different types of laboratories that are opened during certain hours of the day. These include the Mercer Lab for Electronics, the MILL, the Forge and Student Shop. These labs are opened during certain hours of the day that give certain students access to different types of equipment for them to do prototyping and other types of work with.

There are many different co-op and internship opportunities at Rensselaer as well, that work with many companies. Some of Rensselaer's top employers are United Technology Corporation, Boeing, Cisco, General Electric, GlobalFoundries, Deloitte, Epic Systems, FactSet, Regeneron Pharmaceuticals, Schlumberger, Hasbro and IBM.

= '''Actively supporting the university technology transfer function''' =

''RPI Office of Technology Commercialization: ''[http://www.rpitechnology.com/ http://www.rpitechnology.com/]

''RPI Technology Transfer/Innovation Hub: ''[http://rpihub.org/author/admin/ http://rpihub.org/author/admin/]

== The Rensselaer Plan ==

The Rensselaer Plan addresses technology transfer and intellectual property policies that encourage entrepreneurship.  Research is the major driver of science and technology transfer, invention, and innovation. Technological entrepreneurship completes the technology lifecycle — from discovery to the creation of impact in the global marketplace. With an expanding research base, we will cultivate a campus culture that provides the spirit and motivation for inventors to pursue commercialization. We will: Increase awareness of intellectual property, preserving its value in research agreements and maximizing its value under shared equity arrangements and licensing agreements, covering intellectual property developed in research and materials developed for distance education.  Create intellectual property policies that encourage entrepreneurship and allowthe university to take equity positions in new ventures as appropriate.  Ensure that intellectual property policies have adequate and appropriate conflictof interest and conflict of commitment provisions. Develop an awareness and infrastructure of intellectual property rights policies, incentives, and marketing to support innovation and commercialization.

== Creating and Supporting New Ventures ==

World-class technological research universities excel in transferring research outputs to the commercial sector. We will create innovative programs targeted at growing major new technological ventures and creating value. We will:  Enhance the process of matching researchers and entrepreneurs to create new ventures that take Rensselaer intellectual property to market  Provide business planning and facilitate venture capital for faculty and students for start-up companies that commercialize leading-edge Rensselaer research.  Expand the Incubator program to accommodate more start-ups and second-stage incubation.  Expand the flow of technology, talent, and ventures into the Rensselaer Technology Park and the Capital Region. Bring new focus to the Rensselaer Technology Park as the locus for mature ventures based on the technologies taught and researched at the Institute. Work with private and public sources to attract new venture capital and entrepreneurial talent to the Capital Region.

= '''Facilitating University-Industry Collaboration''' =

== RPI Tech Park ==

Rensselaer Technology Park is a university related park for technology ventures seeking a unique environment focused on the interface between industry and education.

According to the rpitechpark.com website, the University Interactions Policy of the Tech Park is built upon "a fundamental objective of the Park is to develop interactions between tenant companies and the university.  Such interactions enrich the educational environment of the university and help the companies stay on the leading edge of their technologies.  All companies in the Park automatically become “affiliates” of Rensselaer."  Building a synergistic environment is a responsibility shared by all members of the Park staff."

== EVE (Emerging Ventures Ecosystem) ==

The work of turning ideas into real companies happens in RPI’s incubator, the Emerging Ventures Ecosystem (EVE).  EVE is a distributed incubation program which accelerates the growth of new businesses and boosts the transfer of scientific and technological breakthroughs from the laboratory and classroom to the marketplace, for social and economic impact.

Launched in February 2011, the Emerging Ventures Ecosystem (EVE) at Rensselaer Polytechnic Institute serves to link “Rensselaer institutional resources and alumni/ae expertise symbiotically with community strengths, in a multi-faceted partnership for mutual benefit.”  The goal of EVE is to nurture new businesses and to build upon the decades of successful efforts of RPI’s previous incubator by helping young businesses grow and succeed.[[File:Evered.gif|thumb|Evered.gif]]

Rensselaer’s previous incubator program was opened in 1980 as the nation’s first such program wholly sponsored and operated by a university. In its later stages, the incubator was primarily used for its “brick and mortar” assets, as place for entrepreneurially minded students to rent at a low cost, with convenient access to a photocopier.  The model of RPI’s old incubator was traditional: it was rented by students who were seeking to start a venture, which either lived or died, and then moved on.  The RPI Incubator building was closed in late 2009 simply because it did not make any money for the institution.

The new EVE program utilizes an innovative distributed incubation model, maintaining a central office in Troy, NY and working with each company to find an ideal matchup of space-to-enterprise in Troy and the surrounding area.  EVE is overseen by James Spencer, who has 20 years of experience in leading organizational creation and growth as an entrepreneurial business executive.

Once a new company completes the application process for the EVE program — through which Rensselaer will determine, in part, whether the entrepreneur is willing to put in the effort to make the company successful — the program will assign a status to the company: pre-seed, emerging, or early stage. Assigning these descriptions will help EVE mentors and administrators determine the specific services needed by each business.

Under EVE, businesses that are accepted into the program will receive a series of specific services that will help accelerate their growth.  A board of advisers will be established from community resources or alumni/ae for each new company.  If a company already has a board of advisers or directors, EVE will assign an additional person to the board to act as a liaison to mobilize resources within the Institute.

Upon formation of a board of advisors, three or four key objectives are developed by each company with the help of their advisory board.  Milestones for these objectives are then established for each quarter, in an effort to create a concrete plan for success and to generate measurable objectives; new goals are developed for succeeding semesters.  Companies must continue to show steady progress in order to remain in the program.

As a member of EVE, a company will have access to the Entrepreneur(s)-in-Residence at the Lally School as well as other resources including labs, patenting and licensing services, faculty, and students for work-study assignments, internships (REIP), and student projects.  Additional resources for EVE members include alumni/ae and community volunteers such as attorneys and accountants who are available to answer questions and provide advice and one time assistance for basic questions.  If an EVE company requires further professional assistance, they are encouraged to select a professional service company from a list provided through the EVE program. Such services may be offered at a discount to seed and early stage companies.

EVE hosts monthly peer review meetings, known as CEO Roundtable Discussions, among the CEOs of the incubated companies as a framework for peer-to-peer coaching among the mix of pre-seed, early state, and emerging companies supported by the EVE incubator program.  At these meetings, participants will sign disclosure agreements allowing a platform for confidential open discussions about topics and issues of importance to them.  The companies will also be invited to a monthly meeting featuring a speaker or a lecturer based upon a topic selected by the EVE companies’ CEOs and will also attend quarterly meet-ups for all employees of incubated companies, allowing the employees to build relationships and exchange ideas.

EVE promotes and introduces its companies to investors, assists them in identifying and seeking grant opportunities such as NYSERDA and SBIR, and helps them prepare for business plan competitions; the companies are given assistance in preparing applications, presentations, and pitches.  Additionally, members are provided access to professional grant writers to assist them as needed.

The EVE companies are invited to expand their professional networks through networking opportunities within the local business and academic community in order increase exposure to decision makers, funding sources from grants, and potential angel investors.  EVE is physically located off-campus in an effort to incubate companies directly in the community of Troy, NY and to strategically re-invent the typical “brick and mortar” business incubation model followed by RPI’s old incubator.  EVE is not a center where entrepreneurial students can simply rent space and use a photocopier the way a “brick and mortar” incubator is often used, but it is a 4,000 square foot center which strictly focuses on moving students through a business development continuum and on preparing them to fill vacant business facilities in the Troy community, leased at very low prices by realtors.  EVE does not want to focus on space like the traditional brick and mortar incubation model because if a company takes up too much space, they can’t let others in; student startups enrolled in EVE are treated like real businesses.

EVE was launched in February of 2011 with eight companies and now supports over thirty.  The continuum of business development begins with the formation of customized ninety-day plans which include 3-5 specific short term goals, preparing these young ventures to fill business space in the community.  Each venture enrolled in EVE has access to a huge network of professional individuals which include over 90,000 alumni that can potentially serve as mentors (25-30 of which are very active), the wind tunnel and prototyping capabilities at RPI, NYSERDA money, professional services (the first hour or two of which are provided for free), and accounting firms to help set up Quickbooks.  Although many professional services are not provided for EVE companies, aggressive rates are negotiated with local providers and funding often comes from venture pitches.

The key to RPI’s Emerging Ventures Ecosystem is that companies never graduate from the incubator because business development and iteration is never finalized.  Companies supported by EVE are always welcome to come back and ask for assistance in making new connections with the large international network of individuals.  RPI’s large alumni network serves as a virtual incubator in the sense that the network is leveraged to help grow companies as they experience the transition from technology ideas and intellectual property to commercialization through their education. 

== ==

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

== Startup Tech Valley - Where Entrepreneurs and the Community Come Together ==

A monthly meetup for first-time entrepreneurs, experienced entrepreneurs, aspiring entrepreneurs, investors, mentors, employees of startups, serviceprodiders to startups, and anyone else who wants to be involved.

== Tech Valley Center of Gravity ==

The Tech Valley Center of Gravity is a federation of makers, hackers, crafters, and artists who share camaraderie, space, and resources to do our tinkering. We have a permanent makerspace, several satellite locations, and a community of local individuals and organizations to share and support them. We are based in downtown Troy, NY, and sponsor events all over the New York State Capital Region.

Our primary goal is to build a community around the idea of doing for ourselves, rather than just passively consuming, and learning how the arts, crafts, and technologies that surround us every day work, along the way. We also aim to create a network of contacts for small business and start-ups in the Capital Region to connect with local leaders, like-minded businesses and individuals, and tools and resources they might not otherwise have access to.

== Accelerate518 ==

TAccelerate518 (A518) is a consortium of stakeholders nestled in the heart of our State—New York’s Capital Region. The Capital Region encompasses four counties: Albany, Schenectady, Rensselaer and Saratoga. The synergy of these four counties is the catalyst for invention and innovation.

The Capital Region has a rich history of incubating and growing multinational corporations, including: New York Central Railroad, American Express, Cap Cities, General Electric, American Locomotive Company, Albany International, International Paper, and Albany Molecular Research. Accelerate518 is a platform to facilitate multiple groups working together to advance entrepreneurship and innovation in the Capital Region.  The goals of A518 include fostering active collaboration among educators and stakeholders, providing practical resources for entrepreneurs, sharing resources for education and training, and developing a network of individuals committed to invigorating the startup culture of the Capital Region.  We have aligned our interests to help the regional entrepreneurial ecosystem grow companies and create sustainable jobs. Initial core members of A518 include: CEG, Albany Medical College, Albany Law School, Hudson Valley Community College, RPI, Sage Colleges, Siena College, Skidmore College, Union College, and University at Albany.

= Landscape Canvas and Presentation =

[https://docs.google.com/presentation/d/1Ek9pplesv42Ubc0TzcqW7mtASYtgL_XbJmvxJG4e14s/pub?start=true&loop=true&delayms=3000 Landscape Canvas Documentation]

[https://docs.google.com/spreadsheets/d/1cg47LQI3tLh2gxM4u2FfyEPX1ljnFulr97_amxy4ebc/pubhtml Landscape Presentation]

= Related Links =

'''RTENOTITLE'''

[[Rensselaer Polytechnic Institute Student Priorities]]

University Innovation Fellows

Spring 2017:

[[Vincent Arena]]

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Universities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2017-10-19T19:53:26Z

Jacdem14:

= Overview =

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement. This lack of involvement stems from a lack of exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan. Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs." '''''(The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)
<div> </div><div> </div><div> </div><div></div>
= Project Pitch Video =

{{#Widget:Youtube|id=xwYI0Ztzox8}}

= Culture of Innovation Project Pitch Video 2 =

{{#Widget:Youtube|id=VGlD3RJNJdE}}

= Our Goals =

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
**Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.

 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculum in each department at RPI must be drilled down with this information.

=== '''What are the Changes that MUST Be Made?''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

The current "fundamentals first" model of education has failed to equip most students with the sort of creative confidence necessary to become an entrepreneur. The highly theoretical and intense courseload has a general lack of hands-on learning which removes the curiosity from learning and leaves little time or energy for students to work on projects outside of class. This leads to a general attitude of apathy towards learning which incentivizes a culture of "doing as little as possible to get the grade", cheating, and quite possibly binge drinking on the weekends. 

=== What Skills Do Our Students Need To Suceed In the Future? ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities.  Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world, '''for the better'''?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need to do what I love?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

= Overcoming The Barriers to Success =

== Fall 2016 ==

1) School Curriculum

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

2) Events that Promote Entrepreneurship

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

3) Maker Space

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

== Spring 2017 ==

As of spring 2017, a new makerspace for ALL students is currently up and running. "The Forge" is located in the basement of the DCC, and is equipped with five 3D printers, a 3D scanner, laser cutter, smartboard, and a touchscreen presentation monitor. [https://www.facebook.com/RPIMakerSpace/ [1]] The space is quite impressive yet cozy. Effectiveness is yet to be gagued as the UIF team and other students are still working on promoting the club and student awareness of the space. There is also a new workshop currently in the process of being finished, which is open to all Humanities/STS students who are usually restriced from acessing the engineering workspaces.

== Fall 2017 ==

A big theme we are wokring on this semester is communication. After interviewing students we have ocme to realize that RPI has a lot of resources to offer that are not being used becaues students do not know about them. There are also a lot of restrictions that are diffiuclt to keep straight. For example, the metal shop is only available to engineers while the woodshop is only available to humanities/ STS students. Students are confused about what is available to them. Our goal is to connect the students with the resources available. Another weak spot that we found when doing the landscape canvas was that most of the classes that expose students to I&E are not taken until they are upperclassmen. This somewhat excludes freshmen and sophomores from learning about I&E.

=== School Curriculum and Culture ===

==== Misinterpretation of entrepreneurship ====

Students don't really know what a career as an entrepreneur looks like, or working on a startup. The status quo is to get an internship or a co-op, go through the general courses, and then apply for jobs as a senior. Because of this, four years of education is not looked at as "how can I build the skills required to do what I want to do", but how can I get the best grades and resume to get a job when I graduate.

==== Fear of the Unknown ====

*Intellectual Property
**There is much confusion about intellectual property, and many students refuse to work on personal projects in class or using RPI facilities out of a fear of "giving up their ideas" and "the school stealing our company". There needs to be some way to break down the truth with the IP policy so that students are not deterred from using the resources that their tuition is paying for.
*Starting a Business
**When interviewed, many younger students exclaimed that they were very interested in E&I, but since they were freshmen said things like: "I don't want to jump into a startup right away", or "I need an idea first". These statements would leave you assuming that upperclassmen would be more interested in starting businesses after gaining more experience, skills, and ideas, however, as students approach graduation, the fear of failure increases along with urgency of entering the real world and being forced to find a job. At the same time, the general excuse of upperclassmen switches to, "I'm just trying to secure a job right now so I can pay off my student loans."
*Confidence in Skills
**Professors and upper-class students must step up as mentors who tell students that they can achieve anything and inspire them to pursue their ideas and passions. Without that energy, students are not confident enough in the skills they already have to take a leap and learn new ones. Many of the students who didn't laugh at the question of "have you considered being an entrepreneur?" have said "I've never taken a business or entrepreneurship class" or "there's so much work in getting ownership of ideas and the patent process". We must change the general fear of failure by introducing clubs, and classes which show students that college is a safe space to be able to fail, and learn quickly from your mistakes.
*Lack of an Interdisciplinary Entrepreneurship Community
**There tends to be a "lonely entrepreneur syndrome" where many students who have tried starting companies but were unable to create great teams necessary to fuel their motivation. There is a huge amount of talent at RPI but no infrastructure or culture in place for students to fill spots on a startup team. Even in one of the most interdisciplinary programs, PDI, almost every semester a project encounters an issue where the project is cut short or severly limited in scope because they "don't have anyone who can code".

 

=== ===

=== Faculty Reach ===

Faculty are major stakeholders in the entrepreneurship ecosystem at RPI. Professors at RPI are very passionate about their research, but they keep it seperate from their in-class teachings.

There was a class at RPI for 3 semesters titled “How To Change The World” which was geared towards engaging freshman students in design thinking, creative problem solving, and social entrepreneurship. The class was discontinued following the death of the founding professor, Burt Swersey, and has yet to be reincorporated into the curriculum. The few students who took that course, name the material taught as the primary factor in their transition towards more entrepreneurial ventures.

=== Entrepreneruship Events ===

Many students are not fully exposed to student entrepreneurship before their senior year.

By then students feel that it is too late to diverge from the path that their student loans have created for them.

Freshman, and sophomores, are left with little to motivate them towards a more entrepreneurial career. 

The few entrepreneurship events on campus are geared towards students with mature start-ups, very few are for students interested in I&E.

=== Student Leadership ===

Like schools of similar size RPI boasts a repetoire of 200 clubs.Many interests are captured and cultivated, there are a number of clubs geared towards I&E. These clubs keep student interest high,so there is a large amount of dedication. A leader's energy must be able to keep that interest high and keep clubs running and growing faculty advisement. In many of the clubs geared toward entrepreneurial endeavors a culture of “doing” is not being cultivated.

Currently, a lack of focus on transitioning leadership in many clubs and innovative organizations has led to a either stagnation or a reverse in progress. RPITalks, a club that hosted events similar to TEDx talks, is a recent example of a lack of student leadership. RPITalks disbanded after its founding member, Jay, graduated from RPI.  Jay, spearheaded the program and the formation of events, but a successor did not emerge organically from the club members. Jay lacked the skills needed to train someone to lead after him and many of the underclassmen members felt they lacked the entrepreneurial skills to continue the club.

For these clubs to thrive, ideally, there would be a ripple effect of excitement coming from the leaders flowing to the newest members.

=== Consistent Branding, Location and Organization of Existing Resources ===

The entrepreneurship resources facilitated by, or partnered with, RPI are reserved for start-ups that have matured and have working products.

The branding of these financial or organizational tools are largely inconsistent and are not widely publicized. 

'''Our Plan [Fall 2017]'''

1.     Resource Management/Awareness

a.      Short Term: Posters

                                                   i.     Create posters that teach students about resources available to them on campus

                                                  ii.     Create a poster that has a tool matrix showing students where on campus each tool is located. These can be placed

                                                           in classrooms that host classes that require you to build as well as in the student Union.

                                                 iii.     Digitize all posters and post to RPI Facebook and Reddit.

b.      Long Term: Website

                                                   i.     Create a website that has all the information needed about resources on campus for I&E project

                                                  ii.     Tool matrix with links on what each tool is used for.

                                                 iii.     Information on each maker space and who has access to each.

                                                iv.     List of clubs and other opportunities such as competitions and incubators for students to get more involved in.

2.      Entrepreneurial Independent Study

a.      A course which allows students to continue a project they have previously been working on either in class or in their own time and receive elective credit if approved by an instructor. Acts as a moderate integration of an immersive learning opportunity into academics without significant curriculum changes.

b.      Short term: Run a trial of this class next semester

c.      Long term: Create an I&E ecosystem around this class similar to RCOS.

= Our Plan [Spring 2017] =

# Resource Management/Awareness
##Short Term: Advertisements - The “geeky” culture at RPI presents interesting advertisement opportunities
###Bouncy balls could be used to advertise for events by placing a large pile of them in areas that are heavily trafficked. And inviting students to collect them
###The sidewalks and pathways that dissect the campus can also be used to advertise for events. Colorful displays will always draw attention to its contents.
###Tarps painted with advertisements or cool art can be used like the bouncy balls to attract attention in high trafficked areas.
##Long Term: Database systems
###A database and matching system to connect students across campus with students depending on their mutual skills and interests.
####Further: A database for keeping track of competitions and funding opportunities for businesses of all sizes to use.
###Shareable Google Calendars so students can easily get updates on the on-campus events and workshops geared towards entrepreneurship and innovation
# Design Thinking and Innovation Teaching Modules
##Short-Term Goal
###Faculty as important stakeholders in this process,who are key to the entrepreneurial framework. Modules to help them integrate I&E into their course materials and lessons.
###Credibility must be established. If the faculty don’t trust our information, then they will not incorporate our message
####Contacting established entrepreneurs like Elon Musk (SpaceX/Tesla) and Ben Silberstein (Pinterest)
####These connections and their insights will make our message clearer and more effective.
####Emphasis the need for students in building great companies.
##Long Term:
###More of an emphasis on I&E in classes that are a part of the core structure of an Engineering degree
###Required courses for first year students about I&E to engage them earlier in their career.
#Freshman Orientation Workshop
##Short-Term
###Connect with RPI organizations that already engage with prospective freshman and early freshman
###Connect with organizations with established programs
####The Virginia Tech module
####3-Day Startup
##Long-Term
###Annual MAKE RPI event
####Students create and organize their own clubs, projects, bands, etc.
#Wall of Opportunity
##Short Term:
###A  space for students to post opportunities to fill gaps in the students groups or start-ups
####Or  for students to post their skills and interests
###The space will debut on Febuary 1st at the annual RPI Sophomore Symposium
##Long Term:
###Create social media accounts to facilitate the expansion of start-up and business opportunities
###Example: An Instagram to share student projects and showcase entrepreneurs.
###End goal is to digitize the wall of opportunity
#TIES (Tech Innovation and Entrepreneurship Society) 
##Create a society which connects students, faculty, and alumni to work together on projects, startups, and research. TIE in all the resources and make them available to students. "Missionaries" for I&E" to spread a culture of innovation. Tacking the cultural problems at RPI by increasing the community and expanding it to those who currently are not involved.

= Overall Goal for RPI =

To change the culture and curriculum of RPI to teach students to think critically and creatively, to adopt an entrepreneurial mindset, and to create a habitat where students can apply what they have learned to their own personal startups, clubs, and organizations.

= Related Links =

[[Rensselaer Polytechnic Institute]]

'''University Innovation Fellows'''

Fall 2017:

[[Jacquelyn_Demshick|Jacquelyn Demshick]]

[[Jacqueline_Curtsinger|Jacqueline Curtsinger]]

[[RiaShroff|Ria Shroff]]

Spring 2017:

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

[[Vincent Arena]]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Student Priorities|r]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2017-10-19T19:43:00Z

Jacdem14:

= Overview =

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement. This lack of involvement stems from a lack of exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan. Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs." '''''(The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)
<div> </div><div> </div><div> </div><div></div>
= Project Pitch Video =

{{#Widget:Youtube|id=xwYI0Ztzox8}}

= Culture of Innovation Project Pitch Video 2 =

{{#Widget:Youtube|id=VGlD3RJNJdE}}

= Our Goals =

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
**Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.

 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculum in each department at RPI must be drilled down with this information.

=== '''What are the Changes that MUST Be Made?''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

The current "fundamentals first" model of education has failed to equip most students with the sort of creative confidence necessary to become an entrepreneur. The highly theoretical and intense courseload has a general lack of hands-on learning which removes the curiosity from learning and leaves little time or energy for students to work on projects outside of class. This leads to a general attitude of apathy towards learning which incentivizes a culture of "doing as little as possible to get the grade", cheating, and quite possibly binge drinking on the weekends. 

=== What Skills Do Our Students Need To Suceed In the Future? ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities.  Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world, '''for the better'''?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need to do what I love?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

= Overcoming The Barriers to Success =

== Fall 2016 ==

1) School Curriculum

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

2) Events that Promote Entrepreneurship

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

3) Maker Space

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

== Spring 2017 ==

As of spring 2017, a new makerspace for ALL students is currently up and running. "The Forge" is located in the basement of the DCC, and is equipped with five 3D printers, a 3D scanner, laser cutter, smartboard, and a touchscreen presentation monitor. [https://www.facebook.com/RPIMakerSpace/ [1]] The space is quite impressive yet cozy. Effectiveness is yet to be gagued as the UIF team and other students are still working on promoting the club and student awareness of the space. There is also a new workshop currently in the process of being finished, which is open to all Humanities/STS students who are usually restriced from acessing the engineering workspaces.

== Fall 2017 ==

A big theme we are wokring on this semester is communication. After interviewing students we have ocme to realize that RPI has a lot of resources to offer that are not being used becaues students do not know about them. There are also a lot of restrictions that are diffiuclt to keep straight. For example, the metal shop is only available to engineers while the woodshop is only available to humanities/ STS students. Students are confused about what is available to them. Our goal is to connect the students with the resources available. Another weak spot that we found when doing the landscape canvas was that most of the classes that expose students to I&E are not taken until they are upperclassmen. This somewhat excludes freshmen and sophomores from learning about I&E.

=== School Curriculum and Culture ===

==== Misinterpretation of entrepreneurship ====

Students don't really know what a career as an entrepreneur looks like, or working on a startup. The status quo is to get an internship or a co-op, go through the general courses, and then apply for jobs as a senior. Because of this, four years of education is not looked at as "how can I build the skills required to do what I want to do", but how can I get the best grades and resume to get a job when I graduate.

==== Fear of the Unknown ====

*Intellectual Property
**There is much confusion about intellectual property, and many students refuse to work on personal projects in class or using RPI facilities out of a fear of "giving up their ideas" and "the school stealing our company". There needs to be some way to break down the truth with the IP policy so that students are not deterred from using the resources that their tuition is paying for.
*Starting a Business
**When interviewed, many younger students exclaimed that they were very interested in E&I, but since they were freshmen said things like: "I don't want to jump into a startup right away", or "I need an idea first". These statements would leave you assuming that upperclassmen would be more interested in starting businesses after gaining more experience, skills, and ideas, however, as students approach graduation, the fear of failure increases along with urgency of entering the real world and being forced to find a job. At the same time, the general excuse of upperclassmen switches to, "I'm just trying to secure a job right now so I can pay off my student loans."
*Confidence in Skills
**Professors and upper-class students must step up as mentors who tell students that they can achieve anything and inspire them to pursue their ideas and passions. Without that energy, students are not confident enough in the skills they already have to take a leap and learn new ones. Many of the students who didn't laugh at the question of "have you considered being an entrepreneur?" have said "I've never taken a business or entrepreneurship class" or "there's so much work in getting ownership of ideas and the patent process". We must change the general fear of failure by introducing clubs, and classes which show students that college is a safe space to be able to fail, and learn quickly from your mistakes.
*Lack of an Interdisciplinary Entrepreneurship Community
**There tends to be a "lonely entrepreneur syndrome" where many students who have tried starting companies but were unable to create great teams necessary to fuel their motivation. There is a huge amount of talent at RPI but no infrastructure or culture in place for students to fill spots on a startup team. Even in one of the most interdisciplinary programs, PDI, almost every semester a project encounters an issue where the project is cut short or severly limited in scope because they "don't have anyone who can code".

 

=== ===

=== Faculty Reach ===

Faculty are major stakeholders in the entrepreneurship ecosystem at RPI. Professors at RPI are very passionate about their research, but they keep it seperate from their in-class teachings.

There was a class at RPI for 3 semesters titled “How To Change The World” which was geared towards engaging freshman students in design thinking, creative problem solving, and social entrepreneurship. The class was discontinued following the death of the founding professor, Burt Swersey, and has yet to be reincorporated into the curriculum. The few students who took that course, name the material taught as the primary factor in their transition towards more entrepreneurial ventures.

=== Entrepreneruship Events ===

Many students are not fully exposed to student entrepreneurship before their senior year.

By then students feel that it is too late to diverge from the path that their student loans have created for them.

Freshman, and sophomores, are left with little to motivate them towards a more entrepreneurial career. 

The few entrepreneurship events on campus are geared towards students with mature start-ups, very few are for students interested in I&E.

=== Student Leadership ===

Like schools of similar size RPI boasts a repetoire of 200 clubs.Many interests are captured and cultivated, there are a number of clubs geared towards I&E. These clubs keep student interest high,so there is a large amount of dedication. A leader's energy must be able to keep that interest high and keep clubs running and growing faculty advisement. In many of the clubs geared toward entrepreneurial endeavors a culture of “doing” is not being cultivated.

Currently, a lack of focus on transitioning leadership in many clubs and innovative organizations has led to a either stagnation or a reverse in progress. RPITalks, a club that hosted events similar to TEDx talks, is a recent example of a lack of student leadership. RPITalks disbanded after its founding member, Jay, graduated from RPI.  Jay, spearheaded the program and the formation of events, but a successor did not emerge organically from the club members. Jay lacked the skills needed to train someone to lead after him and many of the underclassmen members felt they lacked the entrepreneurial skills to continue the club.

For these clubs to thrive, ideally, there would be a ripple effect of excitement coming from the leaders flowing to the newest members.

=== Consistent Branding, Location and Organization of Existing Resources ===

The entrepreneurship resources facilitated by, or partnered with, RPI are reserved for start-ups that have matured and have working products.

The branding of these financial or organizational tools are largely inconsistent and are not widely publicized. 

= Our Plan [Fall 2017] =

1. Resource Management/Awareness

a. Short Term: Posters

1. Create posters that teach students about resources available to them on campus

2. Create a poster that has a tool matrix showing students where on campus each tool is located. These can be placed in classrooms that host classes that require you to build as well as in the student Union.

3. Digitize all posters and post to RPI Facebook and Reddit.

b. Long Term: Website

1. Create a website that has all the information needed about resources on campus for I&E project

i. Tool matrix with links on what each tool is used for.

ii. Information on each maker space and who has access to each.

iii. List of clubs and other opportunities such as competitions and incubators for students to get more involved in.

2. Entreprenurial Independent Study

1. A course which allows students to continue a project they have previously been working on either in class or in their own time and recieve elective credit if approved by an instructor. Acts as a moderate integration of an immersive learning opportnity into academics without significant curriculum changes.

2. Short term: Run a trial of this class next semester

3. Long term: Create an I&E ecosystem around this class similar to RCOS.

= Our Plan [Spring 2017] =

# Resource Management/Awareness
##Short Term: Advertisements - The “geeky” culture at RPI presents interesting advertisement opportunities
###Bouncy balls could be used to advertise for events by placing a large pile of them in areas that are heavily trafficked. And inviting students to collect them
###The sidewalks and pathways that dissect the campus can also be used to advertise for events. Colorful displays will always draw attention to its contents.
###Tarps painted with advertisements or cool art can be used like the bouncy balls to attract attention in high trafficked areas.
##Long Term: Database systems
###A database and matching system to connect students across campus with students depending on their mutual skills and interests.
####Further: A database for keeping track of competitions and funding opportunities for businesses of all sizes to use.
###Shareable Google Calendars so students can easily get updates on the on-campus events and workshops geared towards entrepreneurship and innovation
# Design Thinking and Innovation Teaching Modules
##Short-Term Goal
###Faculty as important stakeholders in this process,who are key to the entrepreneurial framework. Modules to help them integrate I&E into their course materials and lessons.
###Credibility must be established. If the faculty don’t trust our information, then they will not incorporate our message
####Contacting established entrepreneurs like Elon Musk (SpaceX/Tesla) and Ben Silberstein (Pinterest)
####These connections and their insights will make our message clearer and more effective.
####Emphasis the need for students in building great companies.
##Long Term:
###More of an emphasis on I&E in classes that are a part of the core structure of an Engineering degree
###Required courses for first year students about I&E to engage them earlier in their career.
#Freshman Orientation Workshop
##Short-Term
###Connect with RPI organizations that already engage with prospective freshman and early freshman
###Connect with organizations with established programs
####The Virginia Tech module
####3-Day Startup
##Long-Term
###Annual MAKE RPI event
####Students create and organize their own clubs, projects, bands, etc.
#Wall of Opportunity
##Short Term:
###A  space for students to post opportunities to fill gaps in the students groups or start-ups
####Or  for students to post their skills and interests
###The space will debut on Febuary 1st at the annual RPI Sophomore Symposium
##Long Term:
###Create social media accounts to facilitate the expansion of start-up and business opportunities
###Example: An Instagram to share student projects and showcase entrepreneurs.
###End goal is to digitize the wall of opportunity
#TIES (Tech Innovation and Entrepreneurship Society) 
##Create a society which connects students, faculty, and alumni to work together on projects, startups, and research. TIE in all the resources and make them available to students. "Missionaries" for I&E" to spread a culture of innovation. Tacking the cultural problems at RPI by increasing the community and expanding it to those who currently are not involved.

= Overall Goal for RPI =

To change the culture and curriculum of RPI to teach students to think critically and creatively, to adopt an entrepreneurial mindset, and to create a habitat where students can apply what they have learned to their own personal startups, clubs, and organizations.

= Related Links =

[[Rensselaer Polytechnic Institute]]

'''University Innovation Fellows'''

Fall 2017:

[[Jacquelyn_Demshick|Jacquelyn Demshick]]

[[Jacqueline_Curtsinger|Jacqueline Curtsinger]]

[[RiaShroff|Ria Shroff]]

Spring 2017:

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

[[Vincent Arena]]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Student Priorities|r]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2017-10-19T19:15:03Z

Jacdem14:

= Overview =

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement. This lack of involvement stems from a lack of exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan. Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs." '''''(The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)
<div> </div><div> </div><div> </div><div></div>
= Project Pitch Video =

{{#Widget:Youtube|id=xwYI0Ztzox8}}

= Culture of Innovation Project Pitch Video 2 =

{{#Widget:Youtube|id=VGlD3RJNJdE}}

= Our Goals =

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
**Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.

 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculum in each department at RPI must be drilled down with this information.

=== '''What are the Changes that MUST Be Made?''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

The current "fundamentals first" model of education has failed to equip most students with the sort of creative confidence necessary to become an entrepreneur. The highly theoretical and intense courseload has a general lack of hands-on learning which removes the curiosity from learning and leaves little time or energy for students to work on projects outside of class. This leads to a general attitude of apathy towards learning which incentivizes a culture of "doing as little as possible to get the grade", cheating, and quite possibly binge drinking on the weekends. 

=== What Skills Do Our Students Need To Suceed In the Future? ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities.  Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world, '''for the better'''?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need to do what I love?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

= Overcoming The Barriers to Success =

== Fall 2016 ==

1) School Curriculum

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

2) Events that Promote Entrepreneurship

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

3) Maker Space

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

== Spring 2017 ==

As of spring 2017, a new makerspace for ALL students is currently up and running. "The Forge" is located in the basement of the DCC, and is equipped with five 3D printers, a 3D scanner, laser cutter, smartboard, and a touchscreen presentation monitor. [https://www.facebook.com/RPIMakerSpace/ [1]] The space is quite impressive yet cozy. Effectiveness is yet to be gagued as the UIF team and other students are still working on promoting the club and student awareness of the space. There is also a new workshop currently in the process of being finished, which is open to all Humanities/STS students who are usually restriced from acessing the engineering workspaces.

== Fall 2017 ==

A big theme we are wokring on this semester is communication. After interviewing students we have ocme to realize that RPI has a lot of resources to offer that are not being used becaues students do not know about them. There are also a lot of restrictions that are diffiuclt to keep straight. For example, the metal shop is only available to engineers while the woodshop is only available to humanities/ STS students. Students are confused about what is available to them. Our goal is to connect the students with the resources available. Another weak spot that we found when doing the landscape canvas was that most of the classes that expose students to I&E are not taken until they are upperclassmen. This somewhat excludes freshmen and sophomores from learning about I&E.

=== School Curriculum and Culture ===

==== Misinterpretation of entrepreneurship ====

Students don't really know what a career as an entrepreneur looks like, or working on a startup. The status quo is to get an internship or a co-op, go through the general courses, and then apply for jobs as a senior. Because of this, four years of education is not looked at as "how can I build the skills required to do what I want to do", but how can I get the best grades and resume to get a job when I graduate.

==== Fear of the Unknown ====

*Intellectual Property
**There is much confusion about intellectual property, and many students refuse to work on personal projects in class or using RPI facilities out of a fear of "giving up their ideas" and "the school stealing our company". There needs to be some way to break down the truth with the IP policy so that students are not deterred from using the resources that their tuition is paying for.
*Starting a Business
**When interviewed, many younger students exclaimed that they were very interested in E&I, but since they were freshmen said things like: "I don't want to jump into a startup right away", or "I need an idea first". These statements would leave you assuming that upperclassmen would be more interested in starting businesses after gaining more experience, skills, and ideas, however, as students approach graduation, the fear of failure increases along with urgency of entering the real world and being forced to find a job. At the same time, the general excuse of upperclassmen switches to, "I'm just trying to secure a job right now so I can pay off my student loans."
*Confidence in Skills
**Professors and upper-class students must step up as mentors who tell students that they can achieve anything and inspire them to pursue their ideas and passions. Without that energy, students are not confident enough in the skills they already have to take a leap and learn new ones. Many of the students who didn't laugh at the question of "have you considered being an entrepreneur?" have said "I've never taken a business or entrepreneurship class" or "there's so much work in getting ownership of ideas and the patent process". We must change the general fear of failure by introducing clubs, and classes which show students that college is a safe space to be able to fail, and learn quickly from your mistakes.
*Lack of an Interdisciplinary Entrepreneurship Community
**There tends to be a "lonely entrepreneur syndrome" where many students who have tried starting companies but were unable to create great teams necessary to fuel their motivation. There is a huge amount of talent at RPI but no infrastructure or culture in place for students to fill spots on a startup team. Even in one of the most interdisciplinary programs, PDI, almost every semester a project encounters an issue where the project is cut short or severly limited in scope because they "don't have anyone who can code".

 

=== ===

=== Faculty Reach ===

Faculty are major stakeholders in the entrepreneurship ecosystem at RPI. Professors at RPI are very passionate about their research, but they keep it seperate from their in-class teachings.

There was a class at RPI for 3 semesters titled “How To Change The World” which was geared towards engaging freshman students in design thinking, creative problem solving, and social entrepreneurship. The class was discontinued following the death of the founding professor, Burt Swersey, and has yet to be reincorporated into the curriculum. The few students who took that course, name the material taught as the primary factor in their transition towards more entrepreneurial ventures.

=== Entrepreneruship Events ===

Many students are not fully exposed to student entrepreneurship before their senior year.

By then students feel that it is too late to diverge from the path that their student loans have created for them.

Freshman, and sophomores, are left with little to motivate them towards a more entrepreneurial career. 

The few entrepreneurship events on campus are geared towards students with mature start-ups, very few are for students interested in I&E.

=== Student Leadership ===

Like schools of similar size RPI boasts a repetoire of 200 clubs.Many interests are captured and cultivated, there are a number of clubs geared towards I&E. These clubs keep student interest high,so there is a large amount of dedication. A leader's energy must be able to keep that interest high and keep clubs running and growing faculty advisement. In many of the clubs geared toward entrepreneurial endeavors a culture of “doing” is not being cultivated.

Currently, a lack of focus on transitioning leadership in many clubs and innovative organizations has led to a either stagnation or a reverse in progress. RPITalks, a club that hosted events similar to TEDx talks, is a recent example of a lack of student leadership. RPITalks disbanded after its founding member, Jay, graduated from RPI.  Jay, spearheaded the program and the formation of events, but a successor did not emerge organically from the club members. Jay lacked the skills needed to train someone to lead after him and many of the underclassmen members felt they lacked the entrepreneurial skills to continue the club.

For these clubs to thrive, ideally, there would be a ripple effect of excitement coming from the leaders flowing to the newest members.

=== Consistent Branding, Location and Organization of Existing Resources ===

The entrepreneurship resources facilitated by, or partnered with, RPI are reserved for start-ups that have matured and have working products.

The branding of these financial or organizational tools are largely inconsistent and are not widely publicized. 

= Our Plan [Spring 2017] =

# Resource Management/Awareness
##Short Term: Advertisements - The “geeky” culture at RPI presents interesting advertisement opportunities
###Bouncy balls could be used to advertise for events by placing a large pile of them in areas that are heavily trafficked. And inviting students to collect them
###The sidewalks and pathways that dissect the campus can also be used to advertise for events. Colorful displays will always draw attention to its contents.
###Tarps painted with advertisements or cool art can be used like the bouncy balls to attract attention in high trafficked areas.
##Long Term: Database systems
###A database and matching system to connect students across campus with students depending on their mutual skills and interests.
####Further: A database for keeping track of competitions and funding opportunities for businesses of all sizes to use.
###Shareable Google Calendars so students can easily get updates on the on-campus events and workshops geared towards entrepreneurship and innovation
# Design Thinking and Innovation Teaching Modules
##Short-Term Goal
###Faculty as important stakeholders in this process,who are key to the entrepreneurial framework. Modules to help them integrate I&E into their course materials and lessons.
###Credibility must be established. If the faculty don’t trust our information, then they will not incorporate our message
####Contacting established entrepreneurs like Elon Musk (SpaceX/Tesla) and Ben Silberstein (Pinterest)
####These connections and their insights will make our message clearer and more effective.
####Emphasis the need for students in building great companies.
##Long Term:
###More of an emphasis on I&E in classes that are a part of the core structure of an Engineering degree
###Required courses for first year students about I&E to engage them earlier in their career.
#Freshman Orientation Workshop
##Short-Term
###Connect with RPI organizations that already engage with prospective freshman and early freshman
###Connect with organizations with established programs
####The Virginia Tech module
####3-Day Startup
##Long-Term
###Annual MAKE RPI event
####Students create and organize their own clubs, projects, bands, etc.
#Wall of Opportunity
##Short Term:
###A  space for students to post opportunities to fill gaps in the students groups or start-ups
####Or  for students to post their skills and interests
###The space will debut on Febuary 1st at the annual RPI Sophomore Symposium
##Long Term:
###Create social media accounts to facilitate the expansion of start-up and business opportunities
###Example: An Instagram to share student projects and showcase entrepreneurs.
###End goal is to digitize the wall of opportunity
#TIES (Tech Innovation and Entrepreneurship Society) 
##Create a society which connects students, faculty, and alumni to work together on projects, startups, and research. TIE in all the resources and make them available to students. "Missionaries" for I&E" to spread a culture of innovation. Tacking the cultural problems at RPI by increasing the community and expanding it to those who currently are not involved.

= Overall Goal for RPI =

To change the culture and curriculum of RPI to teach students to think critically and creatively, to adopt an entrepreneurial mindset, and to create a habitat where students can apply what they have learned to their own personal startups, clubs, and organizations.

= Related Links =

[[Rensselaer Polytechnic Institute]]

'''University Innovation Fellows'''

Fall 2017:

[[Jacquelyn_Demshick|Jacquelyn Demshick]]

[[Jacqueline_Curtsinger|Jacqueline Curtsinger]]

[[RiaShroff|Ria Shroff]]

Spring 2017:

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

[[Vincent Arena]]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Student Priorities|r]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2017-10-19T19:08:31Z

Jacdem14:

= Overview =

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement. This lack of involvement stems from a lack of exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan. Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs." '''''(The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)
<div> </div><div> </div><div> </div><div></div>
= Project Pitch Video =

{{#Widget:Youtube|id=xwYI0Ztzox8}}

= Culture of Innovation Project Pitch Video 2 =

{{#Widget:Youtube|id=VGlD3RJNJdE}}

= Our Goals =

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
**Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.

 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculum in each department at RPI must be drilled down with this information.

=== '''What are the Changes that MUST Be Made?''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

The current "fundamentals first" model of education has failed to equip most students with the sort of creative confidence necessary to become an entrepreneur. The highly theoretical and intense courseload has a general lack of hands-on learning which removes the curiosity from learning and leaves little time or energy for students to work on projects outside of class. This leads to a general attitude of apathy towards learning which incentivizes a culture of "doing as little as possible to get the grade", cheating, and quite possibly binge drinking on the weekends. 

=== What Skills Do Our Students Need To Suceed In the Future? ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities.  Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world, '''for the better'''?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need to do what I love?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

= Overcoming The Barriers to Success =

== Fall 2016 ==

1) School Curriculum

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

2) Events that Promote Entrepreneurship

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

3) Maker Space

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

== Spring 2017 ==

As of spring 2017, a new makerspace for ALL students is currently up and running. "The Forge" is located in the basement of the DCC, and is equipped with five 3D printers, a 3D scanner, laser cutter, smartboard, and a touchscreen presentation monitor. [https://www.facebook.com/RPIMakerSpace/ [1]] The space is quite impressive yet cozy. Effectiveness is yet to be gagued as the UIF team and other students are still working on promoting the club and student awareness of the space. There is also a new workshop currently in the process of being finished, which is open to all Humanities/STS students who are usually restriced from acessing the engineering workspaces.

== Fall 2017 ==

A big theme we are wokring on this semester is communication. After interviewing students we have ocme to realize that RPI has a lot of resources to offer that are not being used becaues students do not know about them. There are also a lot of restrictions that are diffiuclt to keep straight. For example, the metal shop is only available to engineers while the woodshop is only available to humanities/ STS students. Students are confused about what is available to them. Our goal is to connect the students with the resources available. Another weak spot that we found when doing the landscape canvas was that most of the classes that expose students to I&E are not taken until they are upperclassmen. This somewhat excludes freshmen and sophomores from learning about I&E.

=== School Curriculum and Culture ===

==== Misinterpretation of entrepreneurship ====

Students don't really know what a career as an entrepreneur looks like, or working on a startup. The status quo is to get an internship or a co-op, go through the general courses, and then apply for jobs as a senior. Because of this, four years of education is not looked at as "how can I build the skills required to do what I want to do", but how can I get the best grades and resume to get a job when I graduate.

==== Fear of the Unknown ====

*Intellectual Property
**There is much confusion about intellectual property, and many students refuse to work on personal projects in class or using RPI facilities out of a fear of "giving up their ideas" and "the school stealing our company". There needs to be some way to break down the truth with the IP policy so that students are not deterred from using the resources that their tuition is paying for.
*Starting a Business
**When interviewed, many younger students exclaimed that they were very interested in E&I, but since they were freshmen said things like: "I don't want to jump into a startup right away", or "I need an idea first". These statements would leave you assuming that upperclassmen would be more interested in starting businesses after gaining more experience, skills, and ideas, however, as students approach graduation, the fear of failure increases along with urgency of entering the real world and being forced to find a job. At the same time, the general excuse of upperclassmen switches to, "I'm just trying to secure a job right now so I can pay off my student loans."
*Confidence in Skills
**Professors and upper-class students must step up as mentors who tell students that they can achieve anything and inspire them to pursue their ideas and passions. Without that energy, students are not confident enough in the skills they already have to take a leap and learn new ones. Many of the students who didn't laugh at the question of "have you considered being an entrepreneur?" have said "I've never taken a business or entrepreneurship class" or "there's so much work in getting ownership of ideas and the patent process". We must change the general fear of failure by introducing clubs, and classes which show students that college is a safe space to be able to fail, and learn quickly from your mistakes.
*Lack of an Interdisciplinary Entrepreneurship Community
**There tends to be a "lonely entrepreneur syndrome" where many students who have tried starting companies but were unable to create great teams necessary to fuel their motivation. There is a huge amount of talent at RPI but no infrastructure or culture in place for students to fill spots on a startup team. Even in one of the most interdisciplinary programs, PDI, almost every semester a project encounters an issue where the project is cut short or severly limited in scope because they "don't have anyone who can code".

 

=== ===

=== Faculty Reach ===

Faculty are major stakeholders in the entrepreneurship ecosystem at RPI. Professors at RPI are very passionate about their research, but they keep it seperate from their in-class teachings.

There was a class at RPI for 3 semesters titled “How To Change The World” which was geared towards engaging freshman students in design thinking, creative problem solving, and social entrepreneurship. The class was discontinued following the death of the founding professor, Burt Swersey, and has yet to be reincorporated into the curriculum. The few students who took that course, name the material taught as the primary factor in their transition towards more entrepreneurial ventures.

=== Entrepreneruship Events ===

Many students are not fully exposed to student entrepreneurship before their senior year.

By then students feel that it is too late to diverge from the path that their student loans have created for them.

Freshman, and sophomores, are left with little to motivate them towards a more entrepreneurial career. 

The few entrepreneurship events on campus are geared towards students with mature start-ups, very few are for students interested in I&E.

=== Student Leadership ===

Like schools of similar size RPI boasts a repetoire of 200 clubs.Many interests are captured and cultivated, there are a number of clubs geared towards I&E. These clubs keep student interest high,so there is a large amount of dedication. A leader's energy must be able to keep that interest high and keep clubs running and growing faculty advisement. In many of the clubs geared toward entrepreneurial endeavors a culture of “doing” is not being cultivated.

Currently, a lack of focus on transitioning leadership in many clubs and innovative organizations has led to a either stagnation or a reverse in progress. RPITalks, a club that hosted events similar to TEDx talks, is a recent example of a lack of student leadership. RPITalks disbanded after its founding member, Jay, graduated from RPI.  Jay, spearheaded the program and the formation of events, but a successor did not emerge organically from the club members. Jay lacked the skills needed to train someone to lead after him and many of the underclassmen members felt they lacked the entrepreneurial skills to continue the club.

For these clubs to thrive, ideally, there would be a ripple effect of excitement coming from the leaders flowing to the newest members.

=== Consistent Branding, Location and Organization of Existing Resources ===

The entrepreneurship resources facilitated by, or partnered with, RPI are reserved for start-ups that have matured and have working products.

The branding of these financial or organizational tools are largely inconsistent and are not widely publicized. 

= Our Plan [Spring 2017] =

# Resource Management/Awareness
##Short Term: Advertisements - The “geeky” culture at RPI presents interesting advertisement opportunities
###Bouncy balls could be used to advertise for events by placing a large pile of them in areas that are heavily trafficked. And inviting students to collect them
###The sidewalks and pathways that dissect the campus can also be used to advertise for events. Colorful displays will always draw attention to its contents.
###Tarps painted with advertisements or cool art can be used like the bouncy balls to attract attention in high trafficked areas.
##Long Term: Database systems
###A database and matching system to connect students across campus with students depending on their mutual skills and interests.
####Further: A database for keeping track of competitions and funding opportunities for businesses of all sizes to use.
###Shareable Google Calendars so students can easily get updates on the on-campus events and workshops geared towards entrepreneurship and innovation
# Design Thinking and Innovation Teaching Modules
##Short-Term Goal
###Faculty as important stakeholders in this process,who are key to the entrepreneurial framework. Modules to help them integrate I&E into their course materials and lessons.
###Credibility must be established. If the faculty don’t trust our information, then they will not incorporate our message
####Contacting established entrepreneurs like Elon Musk (SpaceX/Tesla) and Ben Silberstein (Pinterest)
####These connections and their insights will make our message clearer and more effective.
####Emphasis the need for students in building great companies.
##Long Term:
###More of an emphasis on I&E in classes that are a part of the core structure of an Engineering degree
###Required courses for first year students about I&E to engage them earlier in their career.
#Freshman Orientation Workshop
##Short-Term
###Connect with RPI organizations that already engage with prospective freshman and early freshman
###Connect with organizations with established programs
####The Virginia Tech module
####3-Day Startup
##Long-Term
###Annual MAKE RPI event
####Students create and organize their own clubs, projects, bands, etc.
#Wall of Opportunity
##Short Term:
###A  space for students to post opportunities to fill gaps in the students groups or start-ups
####Or  for students to post their skills and interests
###The space will debut on Febuary 1st at the annual RPI Sophomore Symposium
##Long Term:
###Create social media accounts to facilitate the expansion of start-up and business opportunities
###Example: An Instagram to share student projects and showcase entrepreneurs.
###End goal is to digitize the wall of opportunity
#TIES (Tech Innovation and Entrepreneurship Society) 
##Create a society which connects students, faculty, and alumni to work together on projects, startups, and research. TIE in all the resources and make them available to students. "Missionaries" for I&E" to spread a culture of innovation. Tacking the cultural problems at RPI by increasing the community and expanding it to those who currently are not involved.

= Overall Goal for RPI =

To change the culture and curriculum of RPI to teach students to think critically and creatively, to adopt an entrepreneurial mindset, and to create a habitat where students can apply what they have learned to their own personal startups, clubs, and organizations.

= Related Links =

[[Rensselaer Polytechnic Institute]]

'''RTENOTITLE'''

University Innovation Fellows

Fall 2017:

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

[[Vincent Arena]]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Student Priorities|r]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2017-10-19T13:34:00Z

Jacdem14:

= Overview =

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement. This lack of involvement stems from a lack of exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan. Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs." '''''(The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)
<div> </div><div> </div><div> </div><div></div>
= Project Pitch Video =

{{#Widget:Youtube|id=xwYI0Ztzox8}}

= Culture of Innovation Project Pitch Video 2 =

{{#Widget:Youtube|id=VGlD3RJNJdE}}

= Our Goals =

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
**Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.

 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculum in each department at RPI must be drilled down with this information.

=== '''What are the Changes that MUST Be Made?''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

The current "fundamentals first" model of education has failed to equip most students with the sort of creative confidence necessary to become an entrepreneur. The highly theoretical and intense courseload has a general lack of hands-on learning which removes the curiosity from learning and leaves little time or energy for students to work on projects outside of class. This leads to a general attitude of apathy towards learning which incentivizes a culture of "doing as little as possible to get the grade", cheating, and quite possibly binge drinking on the weekends. 

=== What Skills Do Our Students Need To Suceed In the Future? ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities.  Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world, '''for the better'''?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need to do what I love?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

= Overcoming The Barriers to Success =

== Fall 2016 ==

1) School Curriculum

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

2) Events that Promote Entrepreneurship

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

3) Maker Space

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

== Spring 2017 ==

As of spring 2017, a new makerspace for ALL students is currently up and running. "The Forge" is located in the basement of the DCC, and is equipped with five 3D printers, a 3D scanner, laser cutter, smartboard, and a touchscreen presentation monitor. [https://www.facebook.com/RPIMakerSpace/ [1]] The space is quite impressive yet cozy. Effectiveness is yet to be gagued as the UIF team and other students are still working on promoting the club and student awareness of the space. There is also a new workshop currently in the process of being finished, which is open to all Humanities/STS students who are usually restriced from acessing the engineering workspaces.

=== School Curriculum and Culture ===

==== Misinterpretation of entrepreneurship ====

Students don't really know what a career as an entrepreneur looks like, or working on a startup. The status quo is to get an internship or a coop, go through the general courses, and then apply for jobs as a senior. Because of this, four years of education is not looked at as "how can I build the skills required to do what I want to do", but how can I get the best grades and resume to get a job when I graduate.

==== Fear of the Unknown ====

*Intellectual Property
**There is much confusion about Intellectual property, and many students refuse to work on personal projects in class or using RPI facilities out of a fear of "giving up their ideas" and "the school stealing our company". There needs to be some way to break down the truth with the IP policy so that students are not deterred from using the resources that their tuition is paying for.
*Starting a Business
**When interviewed, many younger students exclaimed that they were very interested in E&I, but since they were freshmen said things like: "I don't want to jump into a startup right away", or "I need an idea first". These statements would leave you assuming that upperclassmen would be more interested in starting businesses after gaining more experience, skills, and ideas, however, as students approach graduation, the fear of failure increase along with urgency of entering the real world and being forced to find a job. At the same time, the general excuse of upperclassmen switches to, "I'm just trying to secure a job right now so I can pay off my student loans".
*Confidence in Skills
**Professors and upper-class students must step up as mentors who tell students that they can achieve anything and inspire them to pursue their ideas and passions. Without that energy, students are not confident enough in the skills they already have to take a leap and learn new ones. Many of the students who didn't laugh at the question of "have you considered being an entrepreneur?" have said "I've never taken a business or entrepreneurship class" or "there's so much work in getting ownership of ideas and the patent process". We must change the general fear of failure by introducing clubs, and classes which show students that college is a safe space to be able to fail, and learn quickly from your mistakes.
*Lack of an Interdisciplinary Entrepreneurship Community
**There tends to be a "lonely entrepreneur syndrome" where many students who have tried starting companies but were unable to create great teams necessary to fuel their motivation. There is a huge amount of talent at RPI but no infrastructure or culture in place for students to fill spots on a startup team. Even in one of the most interdisciplinary programs, PDI, almost every semester a project encounters an issue where the project is cut short or severly limited in scope because they "don't have anyone who can code".

 

=== ===

=== Faculty Reach ===

Faculty are major stakeholders in the entrepreneurship ecosystem at RPI. Professors at RPI are very passionate about their research, but they keep it seperate from their in-class teachings.

There was a class at RPI for 3 semesters titled “How To Change The World” which was geared towards engaging freshman students in design thinking, creative problem solving, and social entrepreneurship. The class was discontinued following the death of the founding professor, Burt Swersey, and has yet to be reincorporated into the curriculum. The few students who took that course, name the material taught as the primary factor in their transition towards more entrepreneurial ventures.

=== Entrepreneruship Events ===

Many students are not fully exposed to student entrepreneurship before their senior year.

By then students feel that it is too late to diverge from the path that their student loans have created for them.

Freshman, and sophomores, are left with little to motivate them towards a more entrepreneurial career. 

The few entrepreneurship events on campus are geared towards students with mature start-ups, very few are for students interested in I&E.

=== Student Leadership ===

Like schools of similar size RPI boasts a repetoire of 200 clubs.Many interests are captured and cultivated, there are a number of clubs geared towards I&E. These clubs keep student interest highso there is a large amount of dedication. A leader's energy must be able to keep that interest high and keep clubs running and growing faculty advisement. In many of the clubs geared toward entrepreneurial endeavors a culture of “doing” is not being cultivated.

Currently, a lack of focus on transitioning leadership in many clubs and innovative organizations has led to a either stagnation or a reverse in progress. RPITalks, a club that hosted events similar to TEDx talks, is a recent example of a lack of student leadership. RPITalks disbanded after its founding member, Jay, graduated from RPI.  Jay, spearheaded the program and the formation of events, but a successor did not emerge organically from the club members. Jay lacked the skills needed to train someone to lead after him and many of the underclassmen members felt they lacked the entrepreneurial skills to continue the club.

For these clubs to thrive, ideally, there would be a ripple effect of excitement coming from the leaders flowing to the newest members.

=== Consistent Branding, Location and Organization of Existing Resources ===

The entrepreneurship resources facilitated by, or partnered with, RPI are reserved for start-ups that have matured and have working products.

The branding of these financial or organizational tools are largely inconsistent and are not widely publicized. 

= Our Plan [Spring 2017] =

# Resource Management/Awareness
##Short Term: Advertisements - The “geeky” culture at RPI presents interesting advertisement opportunities
###Bouncy balls could be used to advertise for events by placing a large pile of them in areas that are heavily trafficked. And inviting students to collect them
###The sidewalks and pathways that dissect the campus can also be used to advertise for events. Colorful displays will always draw attention to its contents.
###Tarps painted with advertisements or cool art can be used like the bouncy balls to attract attention in high trafficked areas.
##Long Term: Database systems
###A database and matching system to connect students across campus with students depending on their mutual skills and interests.
####Further: A database for keeping track of competitions and funding opportunities for businesses of all sizes to use.
###Shareable Google Calendars so students can easily get updates on the on-campus events and workshops geared towards entrepreneurship and innovation
# Design Thinking and Innovation Teaching Modules
##Short-Term Goal
###Faculty as important stakeholders in this process,who are key to the entrepreneurial framework. Modules to help them integrate I&E into their course materials and lessons.
###Credibility must be established. If the faculty don’t trust our information, then they will not incorporate our message
####Contacting established entrepreneurs like Elon Musk (SpaceX/Tesla) and Ben Silberstein (Pinterest)
####These connections and their insights will make our message clearer and more effective.
####Emphasis the need for students in building great companies.
##Long Term:
###More of an emphasis on I&E in classes that are a part of the core structure of an Engineering degree
###Required courses for first year students about I&E to engage them earlier in their career.
#Freshman Orientation Workshop
##Short-Term
###Connect with RPI organizations that already engage with prospective freshman and early freshman
###Connect with organizations with established programs
####The Virginia Tech module
####3-Day Startup
##Long-Term
###Annual MAKE RPI event
####Students create and organize their own clubs, projects, bands, etc.
#Wall of Opportunity
##Short Term:
###A  space for students to post opportunities to fill gaps in the students groups or start-ups
####Or  for students to post their skills and interests
###The space will debut on Febuary 1st at the annual RPI Sophomore Symposium
##Long Term:
###Create social media accounts to facilitate the expansion of start-up and business opportunities
###Example: An Instagram to share student projects and showcase entrepreneurs.
###End goal is to digitize the wall of opportunity
#TIES (Tech Innovation and Entrepreneurship Society) 
##Create a society which connects students, faculty, and alumni to work together on projects, startups, and research. TIE in all the resources and make them available to students. "Missionaries" for I&E" to spread a culture of innovation. Tacking the cultural problems at RPI by increasing the community and expanding it to those who currently are not involved.

= Overall Goal for RPI =

To change the culture and curriculum of RPI to teach students to think critically and creatively, to adopt an entrepreneurial mindset, and to create a habitat where students can apply what they have learned to their own personal startups, clubs, and organizations.

= Related Links =

[[Rensselaer Polytechnic Institute]]

'''RTENOTITLE'''

University Innovation Fellows

Fall 2017:

[http://universityinnovation.org/wiki/User:Zaijohns Zaire Johnson]

[[Vincent Arena]]

Spring 2016:

[[Jim Boulter]]

[[Jordan Dunne]]

[[Ray Parker]]

[[Hayley Roy Gill]]

Spring 2014:

[[Meghan Olson]]

[[Category:Student Priorities|r]]

File:Responsibility Matrix.PNG

2017-09-08T21:30:28Z

Jacdem14:

Fellow:Jacquelyn Demshick

2017-09-07T16:46:00Z

Jacdem14: Created page with "<div>Jacquelyn Demshick is a nature-loving biomedical engineering/ design, innovation and society major at Rensselaer Polytechnic Institute (RPI). At RPI File:Jac.jpg|thumb|..."

<div>Jacquelyn Demshick is a nature-loving biomedical engineering/ design, innovation and society major at Rensselaer Polytechnic Institute (RPI). At RPI [[File:Jac.jpg|thumb|Jac.jpg]]Jacquelyn runs Engineers for a Sustainable World's Haiti project. They are installing a mobile solar-powered charging station in a small village allowing the villagers to charge their phones without walking for miles in the mountainous terrain. She also is a part of a new club called TIES (Technology, Innovation, entrepreneurship and Sustainability Society) which aims to unite like-minded students with the resources they need on campus to make a difference. </div><div> </div><div>Over the summer Jacquelyn interned at Vapotherm, a fast-growing medical device company that manufactures an alternative to CPAP using a nasal cannula and HI-VNI technology. When she isn't busy working or planning projects, Jacquelyn is usually spending time with her boyfriend, family and friends, doing crafts, caring for her plants, and thinking up designs for new user friendly medical devices.</div>
[[Category:Student Contributors|Student_Contributors]]

File:Jac.jpg

2017-09-07T16:42:13Z

Jacdem14: