University Innovation Fellows - User contributions [en]

Priorities:University of Dayton Student Priorities

2017-02-20T04:33:28Z

Jake.tersigni:

'''<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Stratgey #1 - Linking Art and Science: Use Your WHOLE Brain'''

 <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The essence of engineering is the use of logical constructs that creatively solve our everyday problems. So naturally, engineers are most effective when they are masters of science and are artists coherently — or in other words, when they are masters of both sides of their brains. <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed. <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential. <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
 <ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.</li>
</ul>

 <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes</li>
</ul>

 <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)</li>
</ul>

 <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields</li>
<li><span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community</li>
</ul>

 <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“STEM is how we evolve as a species. Art is how we are able to live with ourselves during the process.” --Khalilah Manson

'''<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #2: Mentorship program between students and local professionals'''

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    The idea I set out to prototype was the "establishment of a mentoring program that exposes students to off-campus, industry careers in a variety of capacities"--for this brainstorm idea, I thought it would be best to engage students in a conversation regarding their openness to both long-term mentorships and short-term shadowing opportunities.

 '''<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #3: Co-Learning'''

The prototype that I decided to test was this: In order to improve the first year experience of engineering students, we would create a class where students would be paired with outside businesses. This pairing would serve a dual role in helping not only the university students, but also the local businesses. The students would have to enter a local area business and see what things/ processes/ etc. that the company wanted to improve on. The students would then in their groups come back to the engineering building and design/ figure out what needed to be done. The students would learn and could put real world experience on their resumes, and the businesses would benefit because they could make/ save more money from these improvements. One thing that I wanted to address was keeping the students OVERLY engaged to stimulate their enthusiasm within the university. This co-learning process would be beneficial for students who want to learn if they really want to be engineers.

 '''<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #4: Organizing Local Startup Tours and Visits''' <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Organizing off campus opportunities for students to tour and visit local startups was the prototype I sought to test. This idea would not only benefit students who are looking to learn more about starting a business, but it would also benefit the startup as they are looking to gain more exposure and grow. 

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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:32:05Z

Jake.tersigni:

'''<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Stratgey #1 - Linking Art and Science: Use Your WHOLE Brain'''

'''<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">''' <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The essence of engineering is the use of logical constructs that creatively solve our everyday problems. So naturally, engineers are most effective when they are masters of science and are artists coherently — or in other words, when they are masters of both sides of their brains. <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed. <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential. <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
 <ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.</li>
</ul>

 <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes</li>
</ul>

 <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)</li>
</ul>

 <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community</li>
</ul>

 <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“STEM is how we evolve as a species. Art is how we are able to live with ourselves during the process.” --Khalilah Manson <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">

'''<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #2: Mentorship program between students and local professionals'''

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    The idea I set out to prototype was the "establishment of a mentoring program that exposes students to off-campus, industry careers in a variety of capacities"--for this brainstorm idea, I thought it would be best to engage students in a conversation regarding their openness to both long-term mentorships and short-term shadowing opportunities.

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">PROTOTYPING

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    I discussed this idea with four students: 1. a female mechanical engineering major from Cincinnati, 2. a female music major from St. Louis, 3. a male mechanical engineering senior from nearby in Dayton, 4. a female education major from Chicago. Here were the general responses:

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    1. "One" is already incredibly involved on campus and in the local Dayton community, networking comes fairly naturally to her even in a more technical major such as engineering. She indicated that she would still be interested in a professional connection program, however, as that would make it easier for her to find people already willing to talk (rather than cold calling or going through current contacts). She was hesitant about long term commitments, unsure of her end goal with engineering (sustainability but unsure of the niche), but would appreciate job shadowing to help her get a sense of which direction and capacity (sales, engineering, management, etc.) she prefers.

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    2. "Two" was very enthusiastic about making connections; she is very social by nature, but worried her goal career path (marketing and communications for a symphony or musical organization) was too "niche" for a mentorship program. She has toyed with the idea of going into law, uniquely enough, and expressed interest in learning more about that possible turn through job shadowing--to determine whether she was "cut out" to do it and if she was right in her initial interest.

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    3. "Three" has an engineering job lined up, and was relatively ambivalent about his own use of the program--however he supported the concept retrospectively, saying he "would have appreciated that a few years ago" before he was as established in a career path. He works part time with an urban gardening startup outside of his technical engineering position (full time) and may benefit from networking (generally) with those in that field, or in fields related to nonprofit management which is an aspect of his "side hustle" he's relied heavily on others for. He would like to create buy in while learning more about being successful in that sector.

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    4. "Four" indicated that she has job shadowing baked into her program; as an education major in her third year, she is already student teaching in local classrooms and getting hands-on practice in her desired field. She has self-selected into education and is not interested in testing out different careers. She is confident that teaching is her calling and would have little use for new short-term shadowing--however, she has had trouble with her academic advisor and would appreciate connection to older, more experienced professionals in her desired end career (special education) and worries she will be "dirt poor" and struggling financially. Conversing with an experienced professional might help her feel more secure in that sense. <span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    I believe the next step to take this prototype beyond the conceptual is to actually reach out to local business owners and professionals to see if they are open to student contact; while the atmosphere in certain areas of Dayton is very inclined toward co-working, flexibility, promoting yo-pro's and students, there are certainly a number of industries that may be unwelcoming to short term commitments. Getting the other side of the story is critical and should absolutely be explored for this idea.

<span style="font-size: 12pt; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"> '''<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #3: Co-Learning'''

<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The prototype that I decided to test was this: In order to improve the first year experience of engineering students, we would create a class where students would be paired with outside businesses. This pairing would serve a dual role in helping not only the university students, but also the local businesses. The students would have to enter a local area business and see what things/ processes/ etc. that the company wanted to improve on. The students would then in their groups come back to the engineering building and design/ figure out what needed to be done. The students would learn and could put real world experience on their resumes, and the businesses would benefit because they could make/ save more money from these improvements. One thing that I wanted to address was keeping the students OVERLY engaged to stimulate their enthusiasm within the university. This co-learning process would be beneficial for students who want to learn if they really want to be engineers.

<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Person 1: They were very interested and excited about the idea. They thought that it would be good to include the fact that students would actually get experience first hand. They told me that I should be careful not to micromanage and let the class be fluid. <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Person 2: They thought it was an okay idea. They were nervous about what the businesses may do with the idea, and if they would actually use the concept from the student.** I noted this, but said that the creative process and working together as a group would be the overarching goal of the class co-learning.

<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"> '''<span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #4: Organizing Local Startup Tours and Visits''' <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Organizing off campus opportunities for students to tour and visit local startups was the prototype I sought to test. This idea would not only benefit students who are looking to learn more about starting a business, but it would also benefit the startup as they are looking to gain more exposure and grow. <span style="font-size: 12pt; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">This prototype was shared with two students at the University of Dayton:
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<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Junior, Mechanical Engineer: This student believed the idea to be of much value as the only business experience he had was from his co-op. He had zero exposure to startups and thought it would be a great learning opportunity to see how a small business is ran. He stated that he does not want to go into an engineering role after college and would love to help grow a business. Further, this student had spent limited time off campus and was not aware of startups in the Dayton area.</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Sophomore, Marketing major: This student is an active member of the University of Dayton’s student-run organization, Flyer Enterprises. He was thrilled to hear about this idea and has a major interest of being an entrepreneur himself. He thought that through Flyer Enterprises we could promote these events to the student body. Also, other than his experience with Flyer Enterprises, he had never been exposed to a startup and wanted to become familiar with startups in the Dayton area.</li>
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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:30:20Z

Jake.tersigni:

= 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Stratgey #1 - Linking Art and Science: Use Your WHOLE Brain
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The essence of engineering is the use of logical constructs that creatively solve our everyday problems. So naturally, engineers are most effective when they are masters of science and are artists coherently — or in other words, when they are masters of both sides of their brains.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
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<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“STEM is how we evolve as a species. Art is how we are able to live with ourselves during the process.” --Khalilah Manson
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #2: Mentorship program between students and local professionals

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    The idea I set out to prototype was the "establishment of a mentoring program that exposes students to off-campus, industry careers in a variety of capacities"--for this brainstorm idea, I thought it would be best to engage students in a conversation regarding their openness to both long-term mentorships and short-term shadowing opportunities.

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">PROTOTYPING

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    I discussed this idea with four students: 1. a female mechanical engineering major from Cincinnati, 2. a female music major from St. Louis, 3. a male mechanical engineering senior from nearby in Dayton, 4. a female education major from Chicago. Here were the general responses:

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    1. "One" is already incredibly involved on campus and in the local Dayton community, networking comes fairly naturally to her even in a more technical major such as engineering. She indicated that she would still be interested in a professional connection program, however, as that would make it easier for her to find people already willing to talk (rather than cold calling or going through current contacts). She was hesitant about long term commitments, unsure of her end goal with engineering (sustainability but unsure of the niche), but would appreciate job shadowing to help her get a sense of which direction and capacity (sales, engineering, management, etc.) she prefers.

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    2. "Two" was very enthusiastic about making connections; she is very social by nature, but worried her goal career path (marketing and communications for a symphony or musical organization) was too "niche" for a mentorship program. She has toyed with the idea of going into law, uniquely enough, and expressed interest in learning more about that possible turn through job shadowing--to determine whether she was "cut out" to do it and if she was right in her initial interest.

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    3. "Three" has an engineering job lined up, and was relatively ambivalent about his own use of the program--however he supported the concept retrospectively, saying he "would have appreciated that a few years ago" before he was as established in a career path. He works part time with an urban gardening startup outside of his technical engineering position (full time) and may benefit from networking (generally) with those in that field, or in fields related to nonprofit management which is an aspect of his "side hustle" he's relied heavily on others for. He would like to create buy in while learning more about being successful in that sector.

<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    4. "Four" indicated that she has job shadowing baked into her program; as an education major in her third year, she is already student teaching in local classrooms and getting hands-on practice in her desired field. She has self-selected into education and is not interested in testing out different careers. She is confident that teaching is her calling and would have little use for new short-term shadowing--however, she has had trouble with her academic advisor and would appreciate connection to older, more experienced professionals in her desired end career (special education) and worries she will be "dirt poor" and struggling financially. Conversing with an experienced professional might help her feel more secure in that sense.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">    I believe the next step to take this prototype beyond the conceptual is to actually reach out to local business owners and professionals to see if they are open to student contact; while the atmosphere in certain areas of Dayton is very inclined toward co-working, flexibility, promoting yo-pro's and students, there are certainly a number of industries that may be unwelcoming to short term commitments. Getting the other side of the story is critical and should absolutely be explored for this idea.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #3: Co-Learning

<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The prototype that I decided to test was this: In order to improve the first year experience of engineering students, we would create a class where students would be paired with outside businesses. This pairing would serve a dual role in helping not only the university students, but also the local businesses. The students would have to enter a local area business and see what things/ processes/ etc. that the company wanted to improve on. The students would then in their groups come back to the engineering building and design/ figure out what needed to be done. The students would learn and could put real world experience on their resumes, and the businesses would benefit because they could make/ save more money from these improvements. One thing that I wanted to address was keeping the students OVERLY engaged to stimulate their enthusiasm within the university. This co-learning process would be beneficial for students who want to learn if they really want to be engineers.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Person 1: They were very interested and excited about the idea. They thought that it would be good to include the fact that students would actually get experience first hand. They told me that I should be careful not to micromanage and let the class be fluid.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Person 2: They thought it was an okay idea. They were nervous about what the businesses may do with the idea, and if they would actually use the concept from the student.** I noted this, but said that the creative process and working together as a group would be the overarching goal of the class co-learning.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Strategy #4: Organizing Local Startup Tours and Visits
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Organizing off campus opportunities for students to tour and visit local startups was the prototype I sought to test. This idea would not only benefit students who are looking to learn more about starting a business, but it would also benefit the startup as they are looking to gain more exposure and grow.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">This prototype was shared with two students at the University of Dayton:
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<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Junior, Mechanical Engineer: This student believed the idea to be of much value as the only business experience he had was from his co-op. He had zero exposure to startups and thought it would be a great learning opportunity to see how a small business is ran. He stated that he does not want to go into an engineering role after college and would love to help grow a business. Further, this student had spent limited time off campus and was not aware of startups in the Dayton area.
</li>
<li><span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Sophomore, Marketing major: This student is an active member of the University of Dayton’s student-run organization, Flyer Enterprises. He was thrilled to hear about this idea and has a major interest of being an entrepreneur himself. He thought that through Flyer Enterprises we could promote these events to the student body. Also, other than his experience with Flyer Enterprises, he had never been exposed to a startup and wanted to become familiar with startups in the Dayton area.</li>
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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:21:21Z

Jake.tersigni:

==
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Linking Art and Science: Use Your WHOLE Brain
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The essence of engineering is the use of logical constructs that creatively solve our everyday problems. So naturally, engineers are most effective when they are masters of science and are artists coherently — or in other words, when they are masters of both sides of their brains.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential.
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
 <ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="font-size: 12pt; background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
 
<span style="font-size: 12pt; font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“STEM is how we evolve as a species. Art is how we are able to live with ourselves during the process.” --Khalilah Manson
<div> </div> ==

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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:17:24Z

Jake.tersigni:

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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:16:11Z

Jake.tersigni:

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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:15:57Z

Jake.tersigni:

Priorities:University of Dayton Student Priorities

2017-02-20T04:15:26Z

Jake.tersigni:

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=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
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<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
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= =

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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:15:17Z

Jake.tersigni:

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<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
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<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
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=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:14:53Z

Jake.tersigni:

Priorities:University of Dayton Student Priorities

2017-02-20T04:14:44Z

Jake.tersigni:

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<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
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<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
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<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
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<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
=

= =

= =

= =

= =

= =

= =

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:14:35Z

Jake.tersigni:

=
== ==

= =

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
=

= =

= <ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
=

= =

= =

= =

= =

= =

= =

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:14:23Z

Jake.tersigni:

=
== ==

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
=

= =

= <ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
=

= =

= =

= =

= =

= =

= =

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:14:12Z

Jake.tersigni:

=
== ==

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
=

= =

= <ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
=

= <span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“STEM is how we evolve as a species. Art is how we are able to live with ourselves during the process.” --Khalilah Manson =

= =

= =

= =

= =

= =

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:13:28Z

Jake.tersigni:

=
== <span style="font-family: 'Times New Roman'; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Strategy #1: Linking Art and Science and Learning to Use Your WHOLE Brain ==
 
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The essence of engineering is the use of logical constructs that creatively solve our everyday problems. So naturally, engineers are most effective when they are masters of science and are artists coherently — or in other words, when they are masters of both sides of their brains.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The importance of this topic can be seen everywhere. From company initiatives like Ford’s that create workshops to inspire their engineers to better create their products to university powerpoints that try to implement better ways of brainstorming that inspire innovation — the essence of being able to creatively solve is stressed.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Why? Probably due to the fact that engineers without abstract thought are good enough to improve on what already exists, but in order to shake the market or shape the future, you need engineers who hold that complete potential.
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So how is UD’s Brain doing?  Here’s what we’ve heard:
=

= =

= <ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I’m a STEM major and I have no idea what’s happening on the other side of campus, and I’m pretty sure they don’t know what happening on mine
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was mainly pushed into engineering for the money
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Engineering is all about math and science
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">I was a computer engineer but felt that the part of me that wanted to know more about the world and improving upon it was left behind, so I changed majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you were so interested and well versed in our english class i thought you were an english major
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">you’re gonna get somewhere because you won’t follow the stereotypes, mechanical birds vs. feathers **
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">there are hardly any groups of friends that have diverse majors
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">we notice that the business school better prepares their students for networking while the engineering school produces students who are more equip to work on teams and solve problems, but quite frankly to be effective in either career you need both of those skills.
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this mean?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students don’t feel connected with other important parts of our campus
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">our students aren’t easily able to connect with students of diverse backgrounds and interest
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">the fatal view/practice of producing engineers who are solely human calculators are hindering those who could blossom in the field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">basic strengths that could better prepare all of our students aren’t completely introduced and therefore reinforce those stereotypes
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">starting small: program that better prepares our engineers for their full potential
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">what this could become: BE an Engineer in your field (all majors - projects on campus, off campus, like an engineer)
</li>
</ul>
=

= =

=
<span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">What does this produce?
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of their potential within their field
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">students with a better understanding of other fields
</li>
<li>
<span style="background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">produces: intercommunication between both sides of campus, lowers confusion within the undeclared community
</li>
</ul>
=

= <span style="color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“STEM is how we evolve as a species. Art is how we are able to live with ourselves during the process.” --Khalilah Manson =

= =

= =

= =

= =

= =

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:09:28Z

Jake.tersigni:

= =

= =

= =

= =

= =

= =

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:08:55Z

Jake.tersigni:

= =

= =

= =

= =

= =

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:08:39Z

Jake.tersigni:

= =

= =

= =

= =

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:08:25Z

Jake.tersigni:

= =

= =

= =

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:08:05Z

Jake.tersigni:

= =

= =

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:02:07Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni Jake Tersigni]

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:01:22Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni] 

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:00:51Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake_Tersigni&nbsp http://universityinnovation.org/wiki/User:Jake_Tersigni] 

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T04:00:14Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

http://universityinnovation.org/wiki/User:Jake_Tersigni 

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

User:Jake Tersigni

2017-02-20T03:59:11Z

Jake.tersigni: Jake.tersigni moved page User:Jake.tersigni to User:Jake Tersigni

[[File:IMG 3899.jpg]]Jake Tersigni is a junior at the University of Dayton studying Management Information Systems and Marketing.  He is originally from Tallmadge, Ohio and lived there until he moved to Dayton, Ohio for college. 

At the University of Dayton, Jake is involved in the nation's 4th largest student-run organization, Flyer Enterprises. In his time with Flyer Enterprises he has managed a full-service café, while overseeing 30+ employees and daily operations. Further, Jake is currently the President of MIS Club and networks with local employers to help create internship and job opportunities for students in the MIS major. Recently, Jake collaborated with current Innovation Fellows on campus to co-found FlyerFormation, an event series on campus that focuses on entrepreneurship and innovation.

With a passion for sports and the outdoors, Jake is constantly involved with intramurals at the University of Dayton and seizes opportunities to go backpacking or hiking on the weekends.

User:Jake.tersigni

2017-02-20T03:59:11Z

Jake.tersigni: Jake.tersigni moved page User:Jake.tersigni to User:Jake Tersigni

#REDIRECT [[User:Jake Tersigni]]

Priorities:University of Dayton Student Priorities

2017-02-20T03:55:49Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[http://universityinnovation.org/wiki/User:Jake.tersigni&nbsp http://universityinnovation.org/wiki/User:Jake.tersigni] 

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T03:55:17Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

http://universityinnovation.org/wiki/User:Jake.tersigni 

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2017-02-20T03:50:42Z

Jake.tersigni:

= =

= Strategy #1: Create a Student Run Incubator =

== Tactic #1: Form an Idea Validation Panel  ==

One of the most difficult tasks as an entrepreneur is determining if an idea is worth pursuing. While there is a "shark tank" program in the planning stages at the University of Dayton, there is currently no resource for early stage project advising. Through forming a panel of student entrepreneurs and faculty, a program can be established so that students can have their ideas vetted before they form a team and start pursuing the venture. This program would also serve as an early stage venture advising resource for student entrepreneurs. 

== Tactic #2: Create a Database of Innovators ==

Many students currently have entrepreneur ideas, but lack the connections needed to move from ideation to a working product or startup. Often as a result of little collaboration across department lines, there are many cases where a team of engineering students lack business expertise, business students lack technical (engineering) knowledge, or where any of these groups lack artistic ability. By creating a database of high achieving and talented students from across the the entire university, student innovators could easily fill the gaps that exist in their teams. 

= Strategy #2: Inspire Students (TEDxUdayton) =

Hosting a TEDxUdayton with individuals with a proven mindset in I&E will help inspire students who want to understand what it takes to succeed in innovation and entrepreneurship. A dual focus will on that students leave with the knowledge of resources on campus, to learn, experiment, pursue and spin out after the presentation. Standard Symposium offers the perfect time to host this event. Is an all-day event to celebrate graduate and undergraduate academic achievements, in addition all course are canceled so that students can engage in any number of events that fit their interest.

== Problem Addressed ==

As the School of Engineering gears itself towards a strategic plan to renovate Kettering Labs (home to engineering) it is important that we accelerate the culture of I&E. Students need to have an awakening of the resources available to them currently and in the future. Hosting a TEDx event that feature successful innovators and entrepreneur will give students a confidence in themselves to pursue their own ideas.

== Implementation ==

*Pitch the idea to the Provost Office and again approval to proceed.
*Collaborate with Provost Office and Standard Symposium Day committee, for commitment to host in 2017.
*Test attendance with a few speakers at the 2017 Standard Symposium.
*Starting budgeting for event and have proposal written by end of spring 2017 semester
*Acquire a license from TEDx
*Host first TEDx event on Standard Symposium Day, April 20th, 2017.

= Strategy #3: Generating Awareness and Excitement for Innovation & Entrepreneurship =

There are many students and faculty that are currently doing some incredible things that push forward a culture of innovation and entrepreneurship on campus. By highlighting their hard work and success, we can raise the profile of these faculty and student members. Moreover, it would get the word out about current resources on campus, and generate excitement for such activities.

== Problem Addressed ==

Student organizations tend to be ineffective at carrying their missions and goals through in an academic year. We have found that students, as individuals, are the ones that carry though real change. Instead of highlighting students groups, highlighting individuals could inspire others to take action as well. Another aspect of this is that some faculty and do not recognize the importance of being innovative and entrepreneurial, and therefore, do not pass this knowledge to their students. In order to raise the profile of I&E, faculty should be recognized and celebrated for their efforts in teaching students how to be innovative.

== Implementation ==

*'''Feature Student's Projects on Posters around Campus -''' In order to promote a culture of innovation, it is important to recognize students who are currently engaged in I&E activities. Through featuring students and their projects around campus via posters and news articles, we hope to inspire other students to follow in their steps.
*'''Create an Award for Outstanding I&E Professors''' - In addition to recognizing student achievement, it is equally important to recognize outstanding professors who install I&E mindsets in their courses. Through this award, we can encourage more professors to incorporate I&E into their courses. 

= Strategy #4: Incorporate I&E Into Coursework =

One of the most important ways to foster a culture of innovation and entrepreneurship within a school is to incorporate these mindsets into classroom experiences. While student run clubs and extra-curricular are all great ways to drive passion for innovation, but the only way to guarantee that all students gain this valuable mindset is to enforce it in the classroom. For this reason, we are proponents of changing/adding classes to the university's curriculum that pull in students from all majors and encourage a collaborative culture within those students.  We want to foster an environment in which students are excited about working with students from other majors because we feel that this not only creates a more successful product, but prepares them for the real world in which they will be forced to work with others who may not share their same perspective. 

== Tactic #1: Revamp and Expand the Engineering Innovations Course ==

The school of engineering currently offers an introductory course for all engineering students that focuses on engineering innovation. This course has the potential to be expanded to students across the entire university as an intro to I&E course. With the help of the UIF cohort, the course can be redesigned to include entrepreneur content and make a lasting impression on students which they can carry through their time in college. 

== Tactic #2: Instill I&E Concepts in Existing Courses ==

While it is tempting to create new courses that teach I&E principles, there is a lot of potential for adding I&E content to existing courses. The addition of the planned makerspace to the University of Dayton I&E ecosystem provides educators with an opportunity to incorporate an innovative mindset in the courses they teach. This can be accomplished through creating homework or group projects that require students to not only use the makerspace, but collaborate with their group members to reach innovative solutions to course assignments.

= Strategy #5: Develop Student Experiential Resources =

== Tactic #1: Organize a Hackathon ==

While there was an Air Force Hackathon held locally in recent years, the University of Dayton has yet to sponsor a hackathon on their own campus. Hackathons are a great way to engage students in a fun and exciting approach to I&E. There is a great ammount of potential to bring students together from many different departments within the university in order to solve a common problem. In addition to fostering multidisciplinary collaborations, a hackathon has the potential to introduce a wide variety of students to innovation based activities. 

== Tactic #2: Get Students Involved with Design Competitions ==

Based on faculty input, one of the highly desired outcomes of the planned maker space is to foster multidisciplinary collaborations. One potential way to accomplish this is for the UIF cohort to organize design teams to compete in national design competitions as well as locally hosted competitions for University of Dayton students. Competition formats would range from poster presentations, pitching ideas, or rapid prototype development. In order for these events to be highly inclusive of students from all parts of the university, challenges will be selected which focus on innovative approaches to problems rather than technical ability. The previously mentioned hackathons will be able to build off of these competitions in order to quickly move ideas generated in the design competitions into an early prototype phase. 

= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

Jake.tersigni 

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Resource:How to score class credit for your UIF work

2017-01-08T05:44:39Z

Jake.tersigni:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Introduction ==

Tanner Wheadon, a University Innovation Fellow at Utah Valley University, created a course where University Innovation Fellows on his campus could receive three credit hours for their work. The course is optional to fellows at UVU and is considered an undergraduate research course. 

== Need and Goal ==

To assess the need for this course, Tanner analyzed the process of becoming a University Innovation Fellow and the work completed during that time. Further, he looked at the execution phase of the project the student identified during training and how the project was carried out. In looking at these aspects of being a University Innovation Fellow, Tanner recognized that not only could creating a course provide the student with credit, but it could motivate the student to produce their best work and provide them with more structure once they are launched as a fellow. 

== Academic Permission  ==

In order the UIF course at UVU to be accepted, Tanner had to pitch his idea to the administration. Prior to pitching his course idea, Tanner created a syllabus for the course which included the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester.

After pitching his course proposal and syllabus to the administration, they stated that if more students wanted to become University Innovation Fellows at UVU it could be possible. Tanner and UVU recruited more fellows on campus and they established the course. 

== Course Structure ==

As previously mentioned, the course consists of the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester. The student receives course credit for an undergraduate research course and must pay for those credits. The instructor for the course is the sponsor of the University Innovation Fellows on campus and all work completed throughout the semester is also submitted to him/her. With this being said, the student receives a final grade at the end of the semester. 

== Audience ==

This course is taken by University Innovation Fellows who are going through the training process at the beginning of the semester. With this being said, students must first apply and be accepted as a UIF prior to being eligible for the course. Potential students for the course are those who want to become a UIF on campus and display major interest at UIF events.

== Tips for others ==

While the course at UVU only provided course credit to Technology Management and related majors, it is important to think of a way to allow for students of all majors to receive course credit. 

== Related Links ==

Written by Jake Tersigni

Resource:How to score class credit for your UIF work

2017-01-08T05:43:51Z

Jake.tersigni:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Introduction ==

Tanner Wheadon, a University Innovation Fellow at Utah Valley University, created a course where University Innovation Fellows on his campus could receive three credit hours for their work. The course is optional to fellows at UVU and is considered an undergraduate research course. 

== Need and Goal ==

To assess the need for this course, Tanner analyzed the process of becoming a University Innovation Fellow and the work completed during that time. Further, he looked at the execution phase of the project the student identified during training and how the project was carried out. In looking at these aspects of being a University Innovation Fellow, Tanner recognized that not only could creating a course provide the student with credit, but it could motivate the student to produce their best work and provide them with more structure once they are launched as a fellow. 

== Academic Permission  ==

In order the UIF course at UVU to be accepted, Tanner had to pitch his idea to the administration. Prior to pitching his course idea, Tanner created a syllabus for the course which included the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester.

After pitching his course proposal and syllabus to the administration, they stated that if more students wanted to become University Innovation Fellows at UVU it could be possible. Tanner and UVU recruited more fellows on campus and they established the course. 

== Course Structure ==

As previously mentioned, the course consists of the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester. The student receives course credit for an undergraduate research course and must pay for those credits. The instructor for the course is the sponsor of the University Innovation Fellows on campus and all work completed throughout the semester is also submitted to him/her. With this being said, the student receives a final grade at the end of the semester. 

== Audience ==

This course is taken by University Innovation Fellows who are going through the training process at the beginning of the semester. With this being said, students must first apply and be accepted to be a UIF prior to being eligible for the course. Potential students for the course are those who want to become a UIF on campus and display major interest at UIF events.

== Tips for others ==

While the course at UVU only provided course credit to Technology Management and related majors, it is important to think of a way to allow for students of all majors to receive course credit. 

== Related Links ==

Written by Jake Tersigni

Resource:How to score class credit for your UIF work

2017-01-08T05:42:51Z

Jake.tersigni:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Introduction ==

Tanner Wheadon, a University Innovation Fellow at Utah Valley University, created a course where University Innovation Fellows on his campus could receive three credit hours for their work. The course is optional to fellows at UVU and is considered an undergraduate research course. 

== Need and Goal ==

To assess the need for this course, Tanner analyzed the process of becoming a University Innovation Fellow and the work completed during that time. Further, he looked at the execution phase of the project the student identified during training and how the project was carried out. In looking at these aspects of being a University Innovation Fellow, Tanner recognized that not only could creating a course provide the student with credit, but it could motivate the student to produce their best work and provide them with more structure once they are launched as a fellow. 

== Academic Permission  ==

In order the UIF course at UVU to be accepted, Tanner had to pitch his idea to the administration. Prior to pitching his course idea, Tanner created a syllabus for the course which included the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester.

After pitching his course proposal and syllabus to the administration, they stated that if more students wanted to become University Innovation Fellows at UVU it could be possible. Tanner and UVU recruited more fellows on campus and they established the course. 

== Course Structure ==

As previously mentioned, the course consists of the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester. The student receives course credit for an undergraduate research course and must pay for those credits. The instructor for the course is the sponsor of the University Innovation Fellows on campus and all work completed throughout the semester is also submitted to him/her. With this being said, the student receives a final grade at the end of the semester. 

== Audience ==

This course is taken by University Innovation Fellows who are going through the training process at the beginning of the semester. With this being said, students must first apply and be accepted to be a UIF prior to being eligible for the course. Potential students for the course are those who want to become a UIF on campus and display major interest at UIF events.

== Tips for others ==

While the course at UVU only provided course credit to Technology Management and related majors, it is important to think of a way to allow for students of all majors to receive course credit. 

== Related Links ==

Written by Jake Tersigni

Resource:How to score class credit for your UIF work

2017-01-08T05:41:48Z

Jake.tersigni:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Introduction ==

Tanner Wheadon, a University Innovation Fellow at Utah Valley University, created a course where University Innovation Fellows on his campus could receive three credit hours for their work. The course is optional to fellows at UVU and is considered an undergraduate research course. 

== Need and Goal ==

To assess the need for this course, Tanner analyzed the process of becoming a University Innovation Fellow and the work completed during that time. Further, he looked at the execution phase of the project the student identified during training and how the project was carried out. In looking at these aspects of being a University Innovation Fellow, Tanner recognized that not only could creating a course provide the student with credit, but it could motivate the student to produce their best work and provide them with more structure once they are launched as a fellow. 

== Academic Permission  ==

In order the UIF course at UVU to be accepted, Tanner had to pitch his idea to the administration. Prior to pitching his course idea, Tanner created a syllabus for the course which included the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester.

After pitching his course proposal and syllabus to the administration, they stated that if more students wanted to become University Innovation Fellows at UVU it could be possible. Tanner and UVU recruited more fellows on campus and they established the course. 

== Course Structure ==

As previously mentioned, the course consists of the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester. The student receives course credit for an undergraduate research course and must pay for those credits. The instructor for the course is the sponsor of the University Innovation Fellows on campus and all work completed throughout the semester is also submitted to him/her. With this being said, the student receives a final grade at the end of the semester. 

== Audience ==

This course is taken by University Innovation Fellows who are going through the training process at the beginning of the semester. With this being said, students must first apply and be accepted to be a UIF prior to being eligible for the course. Potential students for the course are those who want to become a UIF on campus and display major interest at UIF events.

== Tips for others ==

While the course at UVU only provided course credit to Technology Management and related majors, it is important to think of a way to allow for students of all majors to receive course credit. 

== Related Links ==

Written by Jake Tersigni: http://universityinnovation.org/wiki/User:Jake.tersigni

Resource:How to score class credit for your UIF work

2017-01-08T05:39:49Z

Jake.tersigni:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Introduction ==

Tanner Wheadon, a University Innovation Fellow at Utah Valley University, created a course where University Innovation Fellows on his campus could receive three credit hours for their work. The course is optional to fellows at UVU and is considered an undergraduate research course. 

== Need and Goal ==

To assess the need for this course, Tanner analyzed the process of becoming a University Innovation Fellow and the work completed during that time. Further, he looked at the execution phase of the project the student identified during training and how the project was carried out. In looking at these aspects of being a University Innovation Fellow, Tanner recognized that not only could creating a course provide the student with credit, but it could motivate the student to produce their best work and provide them with more structure once they are launched as a fellow. 

== Academic Permission  ==

In order the UIF course at UVU to be accepted, Tanner had to pitch his idea to the administration. Prior to pitching his course idea, Tanner created a syllabus for the course which included the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester.

After pitching his course proposal and syllabus to the administration, they stated that if more students wanted to become University Innovation Fellows at UVU it could be possible. Tanner and UVU recruited more fellows on campus and they established the course. 

== Course Structure ==

As previously mentioned, the course consists of the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester. The student receives course credit for an undergraduate research course and must pay for those credits. The instructor for the course is the sponsor of the University Innovation Fellows on campus and all work completed throughout the semester is also submitted to him/her. With this being said, the student receives a final grade at the end of the semester. 

== Audience ==

This course is taken by University Innovation Fellows who are going through the training process at the beginning of the semester. With this being said, students must first apply and be accepted to be a UIF prior to being eligible for the course. Potential students for the course are those who want to become a UIF on campus and display major interest at UIF events.

== Tips for others ==

While the course at UVU only provided course credit to Technology Management and related majors, it is important to think of a way to allow for students of all majors to receive course credit. 

=== http://universityinnovation.org/wiki/User:Jake.tersigni  ===

Resource:How to score class credit for your UIF work

2017-01-08T05:38:53Z

Jake.tersigni:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Introduction ==

Tanner Wheadon, a University Innovation Fellow at Utah Valley University, created a course where University Innovation Fellows on his campus could receive three credit hours for their work. The course is optional to fellows at UVU and is considered an undergraduate research course. 

== Need and Goal ==

To assess the need for this course, Tanner analyzed the process of becoming a University Innovation Fellow and the work completed during that time. Further, he looked at the execution phase of the project the student identified during training and how the project was carried out. In looking at these aspects of being a University Innovation Fellow, Tanner recognized that not only could creating a course provide the student with credit, but it could motivate the student to produce their best work and provide them with more structure once they are launched as a fellow. 

== Academic Permission  ==

In order the UIF course at UVU to be accepted, Tanner had to pitch his idea to the administration. Prior to pitching his course idea, Tanner created a syllabus for the course which included the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester.

After pitching his course proposal and syllabus to the administration, they stated that if more students wanted to become University Innovation Fellows at UVU it could be possible. Tanner and UVU recruited more fellows on campus and they established the course. 

== Course Structure ==

As previously mentioned, the course consists of the six-week training process, the Silicon Valley Meetup, the execution phase of the student's project, and a final presentation to the dean at the end of the semester. The student receives course credit for an undergraduate research course and must pay for those credits. The instructor for the course is the sponsor of the University Innovation Fellows on campus and all work completed throughout the semester is also submitted to him/her. With this being said, the student receives a final grade at the end of the semester. 

== Audience ==

This course is taken by University Innovation Fellows who are going through the training process at the beginning of the semester. With this being said, students must first apply and be accepted to be a UIF prior to being eligible for the course. Potential students for the course are those who want to become a UIF on campus and display major interest at UIF events.

== Tips for others ==

While the course at UVU only provided course credit to Technology Management and related majors, it is important to think of a way to allow for students of all majors to receive course credit.

Resource:How to score class credit for your UIF work

2017-01-08T05:25:13Z

Jake.tersigni:

Resource:How to score class credit for your UIF work

2017-01-08T04:56:55Z

Jake.tersigni:

Resource:How to score class credit for your UIF work

2017-01-08T04:45:49Z

Jake.tersigni:

Resource:How to score class credit for your UIF work

2017-01-08T04:45:32Z

Jake.tersigni:

User:Jake Tersigni

2017-01-04T17:58:07Z

Jake.tersigni:

User:Jake Tersigni

2017-01-04T17:51:22Z

Jake.tersigni:

[[File:IMG 3899.jpg]]Jake Tersigni is a junior at the University of Dayton studying Management Information Systems and Marketing.  He is originally from Tallmadge, Ohio and lived there until he moved to Dayton, Ohio for college. 

At the University of Dayton, Jake is involved in the nation's 4th largest student-run organization, Flyer Enterprises. In his time with Flyer Enterprises he has managed a full-service café, while overseeing 30+ employees and managing daily operations. Jake is also currently the President of MIS Club and networks with local employers to create internship and job opportunities for students in the MIS major. Recently, Jake collaborated with current Innovation Fellows on campus to co-found FlyerFormation, an event series on campus that focuses on entrepreneurship and innovation.

File:IMG 3899.jpg

2017-01-04T17:41:12Z

Jake.tersigni:

User:Jake Tersigni

2017-01-04T17:33:40Z

Jake.tersigni:

Jake Tersigni is a junior at the University of Dayton studying Management Information Systems and Marketing. In his time thus far at UD, he has managed a division in their student-run business, Flyer Enterprises, and co-founded an event series focused on entrepreneurship and innovation called FlyerFormation. Jake has a passion for sports and the outdoors and loves to travel. Music is also a major interest of his and he has played the guitar since he was a kid.