https://universityinnovation.org/api.php?action=feedcontributions&feedformat=atom&user=Jberge13 2026-04-26T08:15:08Z User contributions MediaWiki 1.33.1 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=51310 2017-09-07T20:09:01Z

<p>Jberge13: </p> <hr /> <div>Judah is a University Innovation Fellow, and currently a Junior at Binghamton University. A southerner born and raised, it was quite a culture-shock moving to Binghamton in Upstate New York. [[File:Picture of Head.jpg|thumb]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Finance and Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=51309 2017-09-07T20:08:13Z

<p>Jberge13: </p> <hr /> <div>Judah is a University Innovation Fellow, and currently a Junior at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Picture of Head.jpg|thumb|Picture of Head.jpg]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Finance and Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=School:Binghamton_University&diff=49897 2017-02-17T02:50:18Z

<p>Jberge13: </p> <hr /> <div>== &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;Overview&lt;/span&gt;&lt;br/&gt; ==<br /> <br /> &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;[[File:Binghamton-university-sign.jpg|frame]] &lt;span style=&quot;font-size:medium;&quot;&gt;Binghamton University, primarily known for being a research-based institution, is a public university located in Vestal, New York. It is home to 13,632&amp;nbsp; undergraduate and 3,660 graduate students coming from a total of 44 states and 114 different countries. The university consists of 7 different schools including - but not limited to - Harpur College of Arts and Sciences, the Decker School of Nursing, the School of Management, etc. strongly pushing entrepreneurship. After years of development and planning, the infrastructure is in place to allow startups to thrive.&amp;nbsp; Student engagement with these resources is low, relatively speaking. Pushing more students towards the university’s infrastructure is a cornerstone to not only the office of innovation’s mission but also the office of the president. Being one of the most cost effective educations in the northeast is pushing more qualified students into the school but somehow they are not filtering into the entrepreneurship track as well as they could be.&lt;/span&gt;&lt;/span&gt;<br /> <br /> <br /> <br /> = &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;'''&lt;span style=&quot;font-size:large;&quot;&gt;&lt;span class=&quot;s1&quot;&gt;Promoting student innovation and entrepreneurship&lt;/span&gt;&lt;/span&gt;'''&lt;/span&gt; =<br /> <br /> &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;There are a robust set of programs and activities that revolve around entrepreneurship. Idea pitches are often regarded as a good stepping stone for students who want to get their feet wet. The cash prizes for the best performing ideas are just enough to get most teams into a prototyping phase. There are also a few well-respected courses in innovation and creativity that can further a student'&lt;/span&gt;&lt;span style=&quot;font-size: medium;&quot;&gt;s education during a semester. There are also various events that reward innovative thinking around campus including several hackathons and a 3d printing lab.&lt;/span&gt;&lt;/span&gt;<br /> <br /> <br /> <br /> == &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;'''&lt;span style=&quot;font-size:large;&quot;&gt;Encouraging faculty innovation and entrepreneurship&lt;/span&gt;'''&lt;/span&gt; ==<br /> <br /> &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span class=&quot;s1&quot;&gt;The faculty at Binghamton University are more often than not encouraging when a student approaches them with an idea but they rarely initiate the conversation. Professors involved in the startup ecosystem are more willing to open a up a lecture with a story about a start-up in the news (Rent-the-runway was used recently for example) but that is much rarer. Staff are, especially, equipped to innovate themselves professors in the engineering school. The school has invested heavily in the lab equipment and up to date facilities which can allow professors to expand and hopefully commercialize their research.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;<br /> <br /> <br /> <br /> == &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;'''&lt;span style=&quot;font-size: large;&quot;&gt;Actively&amp;nbsp;supporting the university tech transfer function&lt;/span&gt;'''&lt;/span&gt; ==<br /> <br /> &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span class=&quot;s1&quot;&gt;The office of innovation and entrepreneurship is formally named the inter-university technology transfer office and there are dedicated lawyers and administrators to help academics commercialize their technology. It is only recently that the office has begun to heavily invest in undergraduate entrepreneurship. They curate a “B-Innovative” student incubator in a building on campus which as had scores of startups move through it. It also runs another incubator in the Innovative Technologies Complex that houses undergraduate and&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span class=&quot;s1&quot;&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;non-student&amp;nbsp;startups. The office of I&amp;E often&amp;nbsp;leave&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span class=&quot;s1&quot;&gt;their doors open for students to walk in with questions about a particular resource or just life as an entrepreneur.&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;<br /> <br /> <br /> <br /> == &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:large;&quot;&gt;'''Facilitating university-industry collaboration'''&lt;/span&gt;&lt;/span&gt; ==<br /> <br /> &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span class=&quot;s1&quot;&gt;The university is in the process of constructive a massive downtown innovation center that will host startups and laboratories. There are also several access points to serious funding but access to those sources are restricted. Take the NYS business plan competition. The winner receives a grant of half a million dollars but the competition is intense and no student from Binghamton has even gotten close to winning. There are ample events for networking but, as far as investors and capital goes, let's just say that most startups are forced to go lean for a long time.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;<br /> <br /> == &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:large;&quot;&gt;&lt;span class=&quot;s1&quot;&gt;'''Engaging with regional and local economic development efforts'''&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;br/&gt; ==<br /> <br /> &lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;color: rgb(0, 0, 0); vertical-align: baseline; white-space: pre-wrap;&quot;&gt;Students do not have much involvement with the local economic development despite having the resources available to do so. Organizations like SUNY best bring together a whole host of local professionals downtown to create awareness, but the number of students that attend these meetups&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 16px; color: rgb(0, 0, 0); vertical-align: baseline; white-space: pre-wrap;&quot;&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;are&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-size:medium;&quot;&gt;&lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;color: rgb(0, 0, 0); vertical-align: baseline; white-space: pre-wrap;&quot;&gt;surprisingly low.&lt;/span&gt;&lt;span style=&quot;background-color: transparent; color: rgb(0, 0, 0); vertical-align: baseline; white-space: pre-wrap;&quot;&gt;They unfortunately either have no awareness or are aware of the economic and social issues that persist in the city around the university but nothing is done to resolve these issues. The school also does not seem to have dedicated staff members that take initiative to bridge the gap between the university undergraduate population and the surrounding community. This is an issue that has become evidently clear and could use the help of entrepreneurial initiatives to properly address it.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;<br /> <br /> == &lt;span style=&quot;font-family:arial,helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:larger;&quot;&gt;Related Links&lt;/span&gt;&lt;/span&gt; ==<br /> <br /> Judah Berger Profile:&amp;nbsp;[http://universityinnovation.org/wiki/Judah_Berger http://universityinnovation.org/wiki/Judah_Berger]<br /> <br /> David Axelrod Profile:&amp;nbsp;[http://universityinnovation.org/wiki/David_Axelrod http://universityinnovation.org/wiki/David_Axelrod]<br /> <br /> Mauricio Morales Profile:&amp;nbsp;[http://universityinnovation.org/wiki/Mauricio_Morales http://universityinnovation.org/wiki/Mauricio_Morales]</div>

Jberge13 https://universityinnovation.org/index.php?title=Priorities:Binghamton_University_Student_Priorities&diff=49885 2017-02-17T02:22:47Z

<p>Jberge13: </p> <hr /> <div>== Overview ==<br /> <br /> Binghamton University project pitch video:<br /> <br /> {{#Widget:Youtube|id=rPFP8TeYQic}}<br /> <br /> == Pop up innovation exercises ==<br /> <br /> Students at our university tend to lack the information about our robust start-up and entrepreneurship infrastructure. During our prototyping phase of tackling our [Landscape Canvas Synthesis]([https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480 https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480]) 's second problem. We were inspired by Tom Wujec from Autodesk's pop up creativity and innovation. Not only did the activity yield&amp;nbsp;interesting results, the people who participated seemed to enjoy themselves. We decided that doing random pop-up activities followed by information about the university's resources has a shot at igniting passion currently residing in a few students. We believe that these events done at scale could have a meaningful impact on the university's&amp;nbsp;undergraduate culture surrounding innovation.<br /> <br /> == Innovation Awareness ==<br /> <br /> The school offers a variety of services to students to assist them in their ventures. We realized that many of the services/events that the school's Office of Entrepreneurship and Innovation Partnerships offers get lost in a number of announcements that the students get. One our main priorities are to bring that information to the students in a way that won't become white noise. Our initiative is to contact every single professor in every single department and introduce them to The Office of E&amp;IP. We want to make it a priority for the professors to make a bi-weekly announcement about entrepreneurial events that are going around on campus. We hope that this priority will raise awareness about innovation and entrepreneurship on campus within the students and bring about a huge boom in student ventures.<br /> <br /> == Central Innovation Agency ==<br /> <br /> The problem that we set out to solve: There are many innovation resources on campus. However, there are so many that the various resources/groups are not working in sync, and are not aware as much as they should be of each other's activities. Much more can be accomplished if the resources were working in tandem. For example, there are two student groups that are both very entrepreneurship-oriented (the Entrepreneurship Learning Community and Enactus) yet the two are not working together at all. There is a lot of potential for joint events it only the two would be connected somehow.&amp;nbsp;<br /> <br /> We proposed the Binghamton Central Innovation Agency (BCIA). This student-run agency would be a central unifying force for the resources on campus and be well known to students as a place where they could go for all things innovation. The agency itself wouldn't be doing that many activities themselves, but instead, would work with unifying the existing groups on campus and rally them so more can get done.&amp;nbsp;<br /> <br /> == Related Links ==<br /> <br /> Spring 2017 UIF:<br /> <br /> [http://universityinnovation.org/wiki/David_Axelrod David Axelrod]<br /> <br /> [http://universityinnovation.org/wiki/Mauricio_Morales Mauricio Morales]<br /> <br /> [http://universityinnovation.org/wiki/Judah_Berger Judah Berger]<br /> <br /> [http://universityinnovation.org/wiki/Briana_Almonte Briana Almonte]<br /> <br /> [[Category:Student Priorities|Student_Priorities]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Priorities:Binghamton_University_Student_Priorities&diff=49882 2017-02-17T02:17:53Z

<p>Jberge13: </p> <hr /> <div>== Overview ==<br /> <br /> Binghamton University project pitch video:<br /> <br /> [https://www.youtube.com/watch?v=rPFP8TeYQic https://www.youtube.com/watch?v=rPFP8TeYQic]<br /> <br /> == Pop up innovation exercises ==<br /> <br /> Students at our university tend to lack the information about our robust start-up and entrepreneurship infrastructure. During our prototyping phase of tackling our [Landscape Canvas Synthesis]([https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480 https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480]) 's second problem. We were inspired by Tom Wujec from Autodesk's pop up creativity and innovation. Not only did the activity yield&amp;nbsp;interesting results, the people who participated seemed to enjoy themselves. We decided that doing random pop-up activities followed by information about the university's resources has a shot at igniting passion currently residing in a few students. We believe that these events done at scale could have a meaningful impact on the university's&amp;nbsp;undergraduate culture surrounding innovation.<br /> <br /> == Innovation Awareness ==<br /> <br /> The school offers a variety of services to students to assist them in their ventures. We realized that many of the services/events that the school's Office of Entrepreneurship and Innovation Partnerships offers get lost in a number of announcements that the students get. One our main priorities are to bring that information to the students in a way that won't become white noise. Our initiative is to contact every single professor in every single department and introduce them to The Office of E&amp;IP. We want to make it a priority for the professors to make a bi-weekly announcement about entrepreneurial events that are going around on campus. We hope that this priority will raise awareness about innovation and entrepreneurship on campus within the students and bring about a huge boom in student ventures.<br /> <br /> == Central Innovation Agency ==<br /> <br /> The problem that we set out to solve: There are many innovation resources on campus. However, there are so many that the various resources/groups are not working in sync, and are not aware as much as they should be of each other's activities. Much more can be accomplished if the resources were working in tandem. For example, there are two student groups that are both very entrepreneurship-oriented (the Entrepreneurship Learning Community and Enactus) yet the two are not working together at all. There is a lot of potential for joint events it only the two would be connected somehow.&amp;nbsp;<br /> <br /> We proposed the Binghamton Central Innovation Agency (BCIA). This student-run agency would be a central unifying force for the resources on campus and be well known to students as a place where they could go for all things innovation. The agency itself wouldn't be doing that many activities themselves, but instead, would work with unifying the existing groups on campus and rally them so more can get done.&amp;nbsp;<br /> <br /> == Related Links ==<br /> <br /> Spring 2017 UIF:<br /> <br /> [http://universityinnovation.org/wiki/David_Axelrod David Axelrod]<br /> <br /> [http://universityinnovation.org/wiki/Mauricio_Morales Mauricio Morales]<br /> <br /> [http://universityinnovation.org/wiki/Judah_Berger Judah Berger]<br /> <br /> [http://universityinnovation.org/wiki/Briana_Almonte Briana Almonte]<br /> <br /> [[Category:Student Priorities|Student_Priorities]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Priorities:Binghamton_University_Student_Priorities&diff=49881 2017-02-17T02:14:37Z

<p>Jberge13: Undo revision 49880 by Jberge13 (talk)</p> <hr /> <div>== Overview ==<br /> <br /> Coming soon: Your Video (Session 5)<br /> <br /> == Pop up innovation exercises ==<br /> <br /> Students at our university tend to lack the information about our robust start-up and entrepreneurship infrastructure. During our prototyping phase of tackling our [Landscape Canvas Synthesis]([https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480 https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480]) 's second problem. We were inspired by Tom Wujec from Autodesk's pop up creativity and innovation. Not only did the activity yield&amp;nbsp;interesting results, the people who participated seemed to enjoy themselves. We decided that doing random pop-up activities followed by information about the university's resources has a shot at igniting passion currently residing in a few students. We believe that these events done at scale could have a meaningful impact on the university's&amp;nbsp;undergraduate culture surrounding innovation.<br /> <br /> == Innovation Awareness ==<br /> <br /> The school offers a variety of services to students to assist them in their ventures. We realized that many of the services/events that the school's Office of Entrepreneurship and Innovation Partnerships offers get lost in a number of announcements that the students get. One our main priorities are to bring that information to the students in a way that won't become white noise. Our initiative is to contact every single professor in every single department and introduce them to The Office of E&amp;IP. We want to make it a priority for the professors to make a bi-weekly announcement about entrepreneurial events that are going around on campus. We hope that this priority will raise awareness about innovation and entrepreneurship on campus within the students and bring about a huge boom in student ventures.<br /> <br /> == Central Innovation Agency ==<br /> <br /> The problem that we set out to solve: There are many innovation resources on campus. However, there are so many that the various resources/groups are not working in sync, and are not aware as much as they should be of each other's activities. Much more can be accomplished if the resources were working in tandem. For example, there are two student groups that are both very entrepreneurship-oriented (the Entrepreneurship Learning Community and Enactus) yet the two are not working together at all. There is a lot of potential for joint events it only the two would be connected somehow.&amp;nbsp;<br /> <br /> We proposed the Binghamton Central Innovation Agency (BCIA). This student-run agency would be a central unifying force for the resources on campus and be well known to students as a place where they could go for all things innovation. The agency itself wouldn't be doing that many activities themselves, but instead, would work with unifying the existing groups on campus and rally them so more can get done.&amp;nbsp;<br /> <br /> == Related Links ==<br /> <br /> Spring 2017 UIF:<br /> <br /> [http://universityinnovation.org/wiki/David_Axelrod David Axelrod]<br /> <br /> [http://universityinnovation.org/wiki/Mauricio_Morales Mauricio Morales]<br /> <br /> [http://universityinnovation.org/wiki/Judah_Berger Judah Berger]<br /> <br /> [http://universityinnovation.org/wiki/Briana_Almonte Briana Almonte]<br /> <br /> [[Category:Student Priorities|Student_Priorities]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Priorities:Binghamton_University_Student_Priorities&diff=49880 2017-02-17T02:13:44Z

<p>Jberge13: </p> <hr /> <div>== Overview==<br /> <br /> Coming soon: Your Video (Session 5)<br /> <br /> == Pop up innovation exercises ==<br /> <br /> Students at our university tend to lack the information about our robust start-up and entrepreneurship infrastructure. During our prototyping phase of tackling our [Landscape Canvas Synthesis]([https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480 https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480]) 's second problem. We were inspired by Tom Wujec from Autodesk's pop up creativity and innovation. Not only did the activity yield&amp;nbsp;interesting results, the people who participated seemed to enjoy themselves. We decided that doing random pop-up activities followed by information about the university's resources has a shot at igniting passion currently residing in a few students. We believe that these events done at scale could have a meaningful impact on the university's&amp;nbsp;undergraduate culture surrounding innovation.<br /> <br /> == Innovation Awareness ==<br /> <br /> The school offers a variety of services to students to assist them in their ventures. We realized that many of the services/events that the school's Office of Entrepreneurship and Innovation Partnerships offers get lost in a number of announcements that the students get. One our main priorities are to bring that information to the students in a way that won't become white noise. Our initiative is to contact every single professor in every single department and introduce them to The Office of E&amp;IP. We want to make it a priority for the professors to make a bi-weekly announcement about entrepreneurial events that are going around on campus. We hope that this priority will raise awareness about innovation and entrepreneurship on campus within the students and bring about a huge boom in student ventures.<br /> <br /> == Central Innovation Agency ==<br /> <br /> The problem that we set out to solve: There are many innovation resources on campus. However, there are so many that the various resources/groups are not working in sync, and are not aware as much as they should be of each other's activities. Much more can be accomplished if the resources were working in tandem. For example, there are two student groups that are both very entrepreneurship-oriented (the Entrepreneurship Learning Community and Enactus) yet the two are not working together at all. There is a lot of potential for joint events it only the two would be connected somehow.&amp;nbsp;<br /> <br /> We proposed the Binghamton Central Innovation Agency (BCIA). This student-run agency would be a central unifying force for the resources on campus and be well known to students as a place where they could go for all things innovation. The agency itself wouldn't be doing that many activities themselves, but instead, would work with unifying the existing groups on campus and rally them so more can get done.&amp;nbsp;<br /> <br /> &lt;parsererror style=&quot;display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black&quot;&gt;<br /> === This page contains the following errors: ===<br /> &lt;div style=&quot;font-family:monospace;font-size:12px&quot;&gt;error on line 1 at column 106: attributes construct error &lt;/div&gt;<br /> === Below is a rendering of the page up to the first error. ===<br /> &lt;/parsererror&gt;<br /> == Related Links ==</div>

Jberge13 https://universityinnovation.org/index.php?title=Priorities:Binghamton_University_Student_Priorities&diff=49879 2017-02-17T02:12:06Z

<p>Jberge13: </p> <hr /> <div>== Overview==<br /> <br /> Coming soon: Your Video (Session 5)<br /> <br /> == Pop up innovation exercises ==<br /> <br /> Students at our university tend to lack the information about our robust start-up and entrepreneurship infrastructure. During our prototyping phase of tackling our [Landscape Canvas Synthesis]([https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480 https://docs.google.com/spreadsheets/d/1R2VFCUqoX-CR5sDqWEpmYpjifsJs8IwsRBcf_jDb3XE/edit#gid=618047480]) 's second problem. We were inspired by Tom Wujec from Autodesk's pop up creativity and innovation. Not only did the activity yield&amp;nbsp;interesting results, the people who participated seemed to enjoy themselves. We decided that doing random pop-up activities followed by information about the university's resources has a shot at igniting passion currently residing in a few students. We believe that these events done at scale could have a meaningful impact on the university's&amp;nbsp;undergraduate culture surrounding innovation.<br /> <br /> == Innovation Awareness ==<br /> <br /> The school offers a variety of services to students to assist them in their ventures. We realized that many of the services/events that the school's Office of Entrepreneurship and Innovation Partnerships offers get lost in a number of announcements that the students get. One our main priorities are to bring that information to the students in a way that won't become white noise. Our initiative is to contact every single professor in every single department and introduce them to The Office of E&amp;IP. We want to make it a priority for the professors to make a bi-weekly announcement about entrepreneurial events that are going around on campus. We hope that this priority will raise awareness about innovation and entrepreneurship on campus within the students and bring about a huge boom in student ventures.<br /> <br /> == Central Innovation Agency ==<br /> <br /> The problem that we set out to solve: There are many innovation resources on campus. However, there are so many that the various resources/groups are not working in sync, and are not aware as much as they should be of each other's activities. Much more can be accomplished if the resources were working in tandem. For example, there are two student groups that are both very entrepreneurship-oriented (the Entrepreneurship Learning Community and Enactus) yet the two are not working together at all. There is a lot of potential for joint events it only the two would be connected somehow.&amp;nbsp;<br /> <br /> We proposed the Binghamton Central Innovation Agency (BCIA). This student-run agency would be a central unifying force for the resources on campus and be well known to students as a place where they could go for all things innovation. The agency itself wouldn't be doing that many activities themselves, but instead, would work with unifying the existing groups on campus and rally them so more can get done.&amp;nbsp;<br /> <br /> == Related Links ==<br /> <br /> Spring 2017 UIF:<br /> <br /> [http://universityinnovation.org/wiki/David_Axelrod David Axelrod]<br /> <br /> [http://universityinnovation.org/wiki/Mauricio_Morales Mauricio Morales]<br /> <br /> [http://universityinnovation.org/wiki/Judah_Berger Judah Berger]<br /> <br /> [http://universityinnovation.org/wiki/Briana_Almonte Briana Almonte]<br /> <br /> [[Category:Student Priorities|Student_Priorities]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=49500 2017-02-15T23:02:58Z

<p>Jberge13: </p> <hr /> <div>Judah is a University Innovation Fellow, and currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Picture of Head.jpg|thumb]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=49499 2017-02-15T23:01:17Z

<p>Jberge13: </p> <hr /> <div>Judah is a University Innovation Fellow, and currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Picture of Head.jpg]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=File:Picture_of_Head.jpg&diff=49498 2017-02-15T23:00:46Z

<p>Jberge13: </p> <hr /> <div></div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=49497 2017-02-15T22:59:30Z

<p>Jberge13: </p> <hr /> <div>Judah is a University Innovation Fellow, and currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Judah Berger1.jpeg|thumb|Judah Berger1.jpeg]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=49496 2017-02-15T22:59:09Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a University Innovation Fellow, and a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Judah Berger1.jpeg|thumb]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43832 2017-01-05T05:50:16Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the materials you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> *Don't forget that you need money to pay for these materials. Make sure you have a way to pay for them, whether from the school or an organization (or yourself, if you're really nice).<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> *Take pictures so you can show off your event to others later, and spread the word visually of the awesome event.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Now Go Out and Make Your Own! ==<br /> <br /> You can schedule as many as you want, on as many different topics as you please. It's all up to you to enrich other student's lives in this fun and awesome way!<br /> <br /> You can find some examples of Pop-Up events like those at Tennessee Tech, shared by Ashlin Wildun,&amp;nbsp;here: https://www.tntech.edu/innovation/popups<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Contributed to by [[Judah Berger]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43829 2017-01-05T05:48:01Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the materials you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> *Don't forget that you need money to pay for these materials. Make sure you have a way to pay for them, whether from the school or an organization (or yourself, if you're really nice).<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> *Take pictures so you can show off your event to others later, and spread the word visually of the awesome event.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Now Go Out and Make Your Own! ==<br /> <br /> You can schedule as many as you want, on as many different topics as you please. It's all up to you to enrich other student's lives in this fun and awesome way!<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Contributed to by [[Judah Berger]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43828 2017-01-05T05:47:46Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the materials you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> *Don't forget that you need money to pay for these materials. Make sure you have a way to pay for them, whether from the school or an organization (or yourself, if you're really nice).<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> *Take pictures so you can show off your event to others later, and spread the word visually of the awesome event.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Now Go Out and Make Your Own! ==<br /> <br /> You can schedule as many as you want, on as many different topics as you please. It's all up to you to enrich other student's lives in this fun and awesome way!<br /> <br /> Contributed to by [[Judah Berger]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43821 2017-01-05T05:37:20Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Judah Berger1.jpeg|thumb|Judah Berger1.jpeg]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law. As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43820 2017-01-05T05:36:39Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jerusalem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Judah Berger1.jpeg|thumb]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law (PPL). As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as successful (like a wholesale wool sweater business). Regardless of their success, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out!<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43819 2017-01-05T05:34:47Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jeruslaem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. [[File:Judah Berger1.jpeg|thumb]]Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law (PPL). As a member of theEntrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as sucessful (like a wholesale wool sweater business). Regardless of their profit, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out.<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43817 2017-01-05T05:33:31Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta to Jeruslaem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law (PPL). As a member of the [[File:Judah Berger1.jpeg]]Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as sucessful (like a wholesale wool sweater business). Regardless of their profit, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out.<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=File:Judah_Berger1.jpeg&diff=43815 2017-01-05T05:32:39Z

<p>Jberge13: Judah Berger</p> <hr /> <div>Judah Berger</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43814 2017-01-05T05:31:29Z

<p>Jberge13: </p> <hr /> <div>[[File:Judah Berger.jpeg|thumb]]Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta, Georgia to Jeruslaem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law (PPL). As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as sucessful (like a wholesale wool sweater business). Regardless of their profit, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out.<br /> <br /> [[Category:Student Contributors|Student_Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=File:Judah_Berger.jpeg&diff=43813 2017-01-05T05:30:54Z

<p>Jberge13: Judah Berger</p> <hr /> <div>Judah Berger</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43811 2017-01-05T05:26:39Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta, Georgia to Jeruslaem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law (PPL). As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as sucessful (like a wholesale wool sweater business). Regardless of their profit, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out.<br /> <br /> [[Category:Student Contributors]]</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43809 2017-01-05T05:25:47Z

<p>Jberge13: </p> <hr /> <div>Judah is currently a Sophomore at Binghamton University. A southerner born and raised, it was quite a change moving from Atlanta, Georgia to Jeruslaem, Israel (for a gap-year learning Judaic studies) to Binghamton in Upstate New York. Despite the weather, he enjoys it there, and is pursuing a B.S. in Business Administration with a concentration in Marketing, along with a B.A. in Philosophy, Politics, and Law (PPL). As a member of the Entrepreneurship Learning Community, Judah has made life-long connections and learned skills that contribute to his entrepreneurial spirit. He has started several of his own businesses, some successful (like a fried foods business) and some not as sucessful (like a wholesale wool sweater business). Regardless of their profit, Judah has learned much from his ventures. He hopes to one day start his own business, after working for a bit at a start-up out of college.<br /> <br /> Judah loves scuba diving, poetry, history, skeet-shooting, octopi, creative-writing, photography, and cinema. His love of the ocean started at three years old when he was handed a rubber octopus by his grandpa, and it was truly love at first sight. If you have any interesting facts or articles about octopi that you would like to share, please reach out.</div>

Jberge13 https://universityinnovation.org/index.php?title=Fellow:Judah_Berger&diff=43806 2017-01-05T05:15:07Z

<p>Jberge13: Created page with &quot;Judah is currently a Sophomore at Binghamton University.&quot;</p> <hr /> <div>Judah is currently a Sophomore at Binghamton University.</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43790 2017-01-05T04:52:32Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the materials you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> *Don't forget that you need money to pay for these materials. Make sure you have a way to pay for them, whether from the school or an organization (or yourself, if you're really nice).<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> *Take pictures so you can show off your event to others later, and spread the word visually of the awesome event.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Now Go Out and Make Your Own! ==<br /> <br /> You can schedule as many as you want, on as many different topics as you please. It's all up to you to enrich other student's lives in this fun and awesome way!</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43788 2017-01-05T04:50:28Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the mateirals you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> *Take pictures so you can show off your event to others later, and spread the word visually of the awesome event.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Now Go Out and Make Your Own! ==<br /> <br /> You can schedule as many as you want, on as many different topics as you please. It's all up to you to enrich other student's lives in this fun and awesome way!</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43773 2017-01-05T04:42:48Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the mateirals you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Now Go Out and Make Your Own! ==<br /> <br /> You can schedule as many as you want, on as many different topics as you please. It's all up to you to enrich other student's lives in this fun and awesome way!</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43769 2017-01-05T04:40:08Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the mateirals you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> <br /> == Remember to Have Fun ==<br /> <br /> The most important thing to remember is that this activity is not about you or how well you can structure a lesson- it's all about the participants and their experience, which should be enjoyable and positive. Whenever coming up with an activity, make sure it is contributing in a good way to the overall event and think about how it will help the attendees. It can help to run a model pop-up class by a few friends, and have them constructively point out what works and what doesn't, so when the big day comes you have it covered.&amp;nbsp;<br /> <br /> If ever in doubt, just try to have the most fun possible. Sometimes a ball-pit with legos can accomplish more than a ten-part seminar on mechanical engineering.<br /> <br /> == Section 4 ==<br /> <br /> Sample text</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43765 2017-01-05T04:35:45Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless. Pop-up classes expose the participants to something new and exciting, expanding their horizons on various topics; it can be to teach how to sing like an opera singer or dance ballet, figure out how to survive a deserted island using a choice few materials, or how to perform CPR and other life-saving skills. You decide how to engage these students best!<br /> <br /> Pop-up classes are not just for students. Anybody can attend- professors, staff, faculty, various other community members, students, and even the occasional pet... after all, who doesn't like a good ol' black lab?<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the mateirals you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> <br /> == Section 3 ==<br /> <br /> Sample text<br /> <br /> <br /> == Section 4 ==<br /> <br /> Sample text</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43759 2017-01-05T04:31:17Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless.<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> '''1) Identify a Topic'''<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> '''2) Establish When/Where/Who'''<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> '''3) Materials List and Visuals'''<br /> <br /> *Once you have figured out the basic activity, make a list of the mateirals you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> <br /> '''4) Tell everyone about the pop-up!'''<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> '''5) Arrive early to set-up'''<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> '''6) Record Attendance and Feedback'''<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> <br /> == Section 3 ==<br /> <br /> Sample text<br /> <br /> <br /> == Section 4 ==<br /> <br /> Sample text</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43758 2017-01-05T04:30:41Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless.<br /> <br /> == How to Organize a Pop-Up Class ==<br /> <br /> Organizing a pop-up class consists of six steps:<br /> <br /> 1) Identify a Topic<br /> <br /> *Rack your brain for a topic that will stimulate a group of creative and eager-to-learn college students for quite a while. If the activity can be finished in ten minutes, expand it (or try a new one!).&amp;nbsp;<br /> *Oftentimes, when the topic/activity is good, people will stay long after the official event is over. Figure out a topic to engage the students and unleash their full potential.<br /> *Bring out the meaning in your topic by constantly asking &quot;Why?&quot; You want the crowd to leave having learned something new, but the significance must be felt. If you can't answer the &quot;why&quot; of why you're teaching it, explore the topic more.<br /> <br /> 2) Establish When/Where/Who<br /> <br /> *What is your target audience with this pop-up class? Are you trying to reel in engineers? Creative writers? Any college student?&amp;nbsp;<br /> *Work out a time that works for your targeted crowd. Hosting an event at 3 PM on a Wednesday may not be the best time, but 3 PM on a Sunday could just work.<br /> *If you know what activity you want to do, the right space is needed. Some pop-up classes will use a traditional classroom with a projector, but others may need a soccer field, a lab, a gym, or even a sandbox.<br /> <br /> 3) Materials List and Visuals<br /> <br /> *Once you have figured out the basic activity, make a list of the mateirals you need or the way you will relay the information to the group. Will charts or a powerpoint work best? How will the room be decorated? What will the students need for the activity (building materials, computers)? You need to figure this all out ahead of time and plan accordingly.<br /> <br /> 4) Tell everyone about the pop-up!<br /> <br /> *Your Pop-up is no fun if nobody comes! Spread the word throughout campus. Have your friends tell their friends about it. Post in the various school Facebook groups. Make flyers and leave them on the cafeteria tables. There's a million ways to publicize your event.<br /> *Make sure your ads are informative enough so students know what they're getting into, but it wouldn't hurt to be a bit secretive about the activity too - nothing draws a crowd like curiousity.&amp;nbsp;<br /> <br /> 5) Arrive early to set-up<br /> <br /> *If the event is called for six o'clock, don't show up at 5:55 to set up. Be there well before the time you called for to make sure everything is set-up properly.&amp;nbsp;<br /> *This includes double checking the space has been reserved, the materials have been gathered, and the ads have been set up. A non-prepared event is always apparent to the students, and they appreciate well-set-up events.<br /> <br /> 6) Record Attendance and Feedback<br /> <br /> *Make sure that during and after the event you are keeping a tally of the attendance. You need to know what you are doing right and doing wrong! If you see the cinema pop-up class got half the numbers of the computer science pop-up class, the hard data is necessary to figure that out.<br /> *To further accurately get a picture of how your event did, set up a way to get anonymous feedback. You may think the event went splendidly, but if 75% of attendees were unhappy, it's best to see why. It may be stinging criticism (especially after all that work!) but if you want to learn from your mistakes- or your victories- this is how you do it.<br /> <br /> == Section 3 ==<br /> <br /> Sample text<br /> <br /> <br /> == Section 4 ==<br /> <br /> Sample text</div>

Jberge13 https://universityinnovation.org/index.php?title=Resource:How_to_organize_a_pop-up_class&diff=43733 2017-01-05T03:55:25Z

<p>Jberge13: </p> <hr /> <div>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.<br /> <br /> <br /> == What is a Pop-Up Class? ==<br /> <br /> A pop-up class is a hands-on workshop that provides an enriching 1-2 hour acitivty for its participants. The class can be about anything: electronics, soldering, coding, management... the possbilities are endless.<br /> <br /> == Section 2 ==<br /> <br /> Sample text<br /> <br /> <br /> == Section 3 ==<br /> <br /> Sample text<br /> <br /> <br /> == Section 4 ==<br /> <br /> Sample text</div>

Jberge13