University Innovation Fellows - User contributions [en]

Priorities:University of Dayton Student Priorities

2018-02-25T17:05:28Z

Jenniferwelch:

= 2018 Priorities   =

*

== '''Proposal #1: Creating a Collaborative Space''' ==

Problem Statement

Kettering Labs, or KL, is the engineering building at UD. Many students feel like it does not have a convenient place to study or do group work. The only public place for student use is a first floor lounge with furniture that is not suited for academic work.

Proposal

The basement of KL is virtually unused and contains many rooms that are large enough to be a group study space. I created a prototype floor plan using a central room and pictures of furniture found online, including team tables with presenting monitors, group standing desks, and modular couches. 

Feedback

The feedback I received for students was very positive. Most had no suggestions for changes besides minor tweaks to the furniture and requests for many outlets to be installed. Moving forward, I will be presenting to faculty and facilities managment to hear their feedback and to find out what the next steps would be to move this proposal forward.

== '''Proposal #2: Crossing CAP Courses''' ==

=== '''Problem Statement''' ===

'''At the University of Dayton, all students are required to take 10 CAP courses, which stands for the Common Academic Program. This requires students to take courses in humanties such as philosophy, english, history, etc. One issue that is brought up is that students opt for the easiest classes and ones that best fit their schedule instead of ones they are interested in. '''

=== Proposal ===

'''Instead of having the 10 CAP courses, have the CAP courses be more focused on engineering themes, so they engineers will be more interested and represented in humanties. This would also allow for a better understanding of engineering in both theory and in the workplace, thus further preparing them upon graduation.'''

'''After surveying engineering students, many students still wanted the CAP courses to not focus on engineering topics, but they still wanted more from their courses. Many of them suggested ideas such as allowing for those classes to be replaced by getting minors in other fields such as Computer Science, Business, etc. '''

=== ===

== '''Proposal #3: Developing a Resouce for Locating Vacant Rooms'''''' ''' ==

'''Problem Statements and RoadBlocks'''

#Students want study spaces avaible in KL for collaborative working in the evening/weekends
#Size and Layout of KL is rather static. Administration is already working hard to optimize space. 
#There is little space to rearrage the layout of the building
# TAs tend to reserve larger rooms for office hours, which is not always necessary
# Student have no way to reserve study space unless it is for club events
#Students cannot see which rooms are unoccupied 
#Adding/Renovating collaborative spaces in KL may not be possible because there is already overcrowding. Labs and Offices are at capasity

'''Potential Solution'''

#Create a universal systems for students to check which rooms are available to use outside of the class hours.
# Optimize use of reserved space by using smaller rooms for office hours or combining multiple TAs into one room for various office hours

'''Plan of Action'''

#Adapt the layout of the Library's System to KL to view which rooms are available.
#Create an applciation to show a map and highlight the free rooms in KL, posting when they are help for classes/meetings.
#Speak with the Dean to optimize spaces for TA's. Propose alternative spaces that are smaller or larger spaces that are condensed

'''Other Information'''

#Roesh Library has a room reservation tool on their website with a listing of available study rooms and team rooms and the abiliry to reserve them for up to a 3 hour window

== '''Proposal #4: Establishing a Living Learning Community''' ==

'''The University of Dayton offers a variety of Integrated Learning Living Communities(ILLC) where first year students are able to live together based upon shared interests and passions. The proposal is to establish an ILLC for Engineering and Innovation that would allow first year Engineering students the abiltiy to live together and begin practicing essential networking and problem solving skills that will help them develop into future successful engingeers and problem solvers'''

= Related Links =

[http://universityinnovation.org/wiki/University_of_Dayton ''''''University of Dayton'''''']

University Innovation Fellows

Spring 2018:

[http://universityinnovation.org/wiki/Baylor_Franck Baylor Franck]

[http://universityinnovation.org/wiki/Anna_Hecht Anna Hecht]

[http://universityinnovation.org/wiki/Brian_SIkora Brian Sikora]

[http://universityinnovation.org/wiki/Jennifer_Welch Jennifer Welch]

Spring 2017:

[http://universityinnovation.org/wiki/David_Fink David Fink]

[http://universityinnovation.org/wiki/Khalilah_Manson Khalilah Manson]

[http://universityinnovation.org/wiki/Madalyn_Beban Madalyn Beban]

 Spring 2016:

[http://universityinnovation.org/wiki/Cameron_Crasto Cameron Crasto]

[http://universityinnovation.org/wiki/Suzy_Dorsey Suzy Dorsey]

[http://universityinnovation.org/wiki/Reid_Fuente Reid Fuente]

[http://universityinnovation.org/wiki/Daniela_Lopez Daniela Lopez]

[http://universityinnovation.org/wiki/Devin_Spatz Devin Spatz]

[[Category:Universities]] [[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2018-02-25T17:03:13Z

Jenniferwelch:

= 2018 Priorities   =

*

== '''Proposal #1: Creating a Collaborative Space''' ==

Problem Statement

Kettering Labs, or KL, is the engineering building at UD. Many students feel like it does not have a convenient place to study or do group work. The only public place for student use is a first floor lounge with furniture that is not suited for academic work.

Proposal

The basement of KL is virtually unused and contains many rooms that are large enough to be a group study space. I created a prototype floor plan using a central room and pictures of furniture found online, including team tables with presenting monitors, group standing desks, and modular couches. 

Feedback

The feedback I received for students was very positive. Most had no suggestions for changes besides minor tweaks to the furniture and requests for many outlets to be installed. Moving forward, I will be presenting to faculty and facilities managment to hear their feedback and to find out what the next steps would be to move this proposal forward.

== '''Proposal #2: Crossing CAP Courses''' ==

=== '''Problem Statement''' ===

'''At the University of Dayton, all students are required to take 10 CAP courses, which stands for the Common Academic Program. This requires students to take courses in humanties such as philosophy, english, history, etc. One issue that is brought up is that students opt for the easiest classes and ones that best fit their schedule instead of ones they are interested in. '''

=== Proposal ===

'''Instead of having the 10 CAP courses, have the CAP courses be more focused on engineering themes, so they engineers will be more interested and represented in humanties. This would also allow for a better understanding of engineering in both theory and in the workplace, thus further preparing them upon graduation.'''

'''After surveying engineering students, many students still wanted the CAP courses to not focus on engineering topics, but they still wanted more from their courses. Many of them suggested ideas such as allowing for those classes to be replaced by getting minors in other fields such as Computer Science, Business, etc. '''

=== ===

== '''Proposal #3: Developing a Resouce for Locating Vacant Rooms'''''' ''' ==

'''Problem Statements and RoadBlocks'''

#Students want study spaces avaible in KL for collaborative working in the evening/weekends
#Size and Layout of KL is rather static. Administration is already working hard to optimize space. 
#There is little space to rearrage the layout of the building
# TAs tend to reserve larger rooms for office hours, which is not always necessary
# Student have no way to reserve study space unless it is for club events
#Students cannot see which rooms are unoccupied 
#Adding/Renovating collaborative spaces in KL may not be possible because there is already overcrowding. Labs and Offices are at capasity

'''Potential Solution'''

#Create a universal systems for students to check which rooms are available to use outside of the class hours.
# Optimize use of reserved space by using smaller rooms for office hours or combining multiple TAs into one room for various office hours

'''Plan of Action'''

#Adapt the layout of the Library's System to KL to view which rooms are available.
#Create an applciation to show a map and highlight the free rooms in KL, posting when they are help for classes/meetings.
#Speak with the Dean to optimize spaces for TA's. Propose alternative spaces that are smaller or larger spaces that are condensed

'''Other Information'''

#Roesh Library has a room reservation tool on their website with a listing of available study rooms and team rooms and the abiliry to reserve them for up to a 3 hour window

== '''Proposal #4: Establishing a Living Learning Community''' ==

'''The University of Dayton offers a variety of Integrated Learning Living Communities(ILLC) where first year students are able to live together based upon shared interests and passions. The proposal is to establish an ILLC for Engineering and Innovation that would allow first year Engineering students the abiltiy to live together and begin practicing essential networking and problem solving skills that will help them develop into future successful engingeers and problem solvers'''

= Related Links =

''''''University of Dayton''''''

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/wiki/David_Fink David Fink]

[http://universityinnovation.org/wiki/Khalilah_Manson Khalilah Manson]

[http://universityinnovation.org/wiki/Madalyn_Beban Madalyn Beban]

 Spring 2016:

[http://universityinnovation.org/wiki/Cameron_Crasto Cameron Crasto]

[http://universityinnovation.org/wiki/Suzy_Dorsey Suzy Dorsey]

[http://universityinnovation.org/wiki/Reid_Fuente Reid Fuente]

[http://universityinnovation.org/wiki/Daniela_Lopez Daniela Lopez]

[http://universityinnovation.org/wiki/Devin_Spatz Devin Spatz]

[[Category:Universities]] [[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2018-02-25T17:01:48Z

Jenniferwelch:

= 2018 Priorities   =

*

== '''Proposal #1: Creating a Collaborative Space''' ==

Problem Statement

Kettering Labs, or KL, is the engineering building at UD. Many students feel like it does not have a convenient place to study or do group work. The only public place for student use is a first floor lounge with furniture that is not suited for academic work.

Proposal

The basement of KL is virtually unused and contains many rooms that are large enough to be a group study space. I created a prototype floor plan using a central room and pictures of furniture found online, including team tables with presenting monitors, group standing desks, and modular couches. 

Feedback

The feedback I received for students was very positive. Most had no suggestions for changes besides minor tweaks to the furniture and requests for many outlets to be installed. Moving forward, I will be presenting to faculty and facilities managment to hear their feedback and to find out what the next steps would be to move this proposal forward.

== '''Proposal #2: Crossing CAP Courses''' ==

=== '''Problem Statement''' ===

'''At the University of Dayton, all students are required to take 10 CAP courses, which stands for the Common Academic Program. This requires students to take courses in humanties such as philosophy, english, history, etc. One issue that is brought up is that students opt for the easiest classes and ones that best fit their schedule instead of ones they are interested in. '''

=== Proposal ===

'''Instead of having the 10 CAP courses, have the CAP courses be more focused on engineering themes, so they engineers will be more interested and represented in humanties. This would also allow for a better understanding of engineering in both theory and in the workplace, thus further preparing them upon graduation.'''

'''After surveying engineering students, many students still wanted the CAP courses to not focus on engineering topics, but they still wanted more from their courses. Many of them suggested ideas such as allowing for those classes to be replaced by getting minors in other fields such as Computer Science, Business, etc. '''

=== ===

== '''Proposal #3: Developing a Resouce for Locating Vacant Rooms'''''' ''' ==

'''Problem Statements and RoadBlocks'''

#Students want study spaces avaible in KL for collaborative working in the evening/weekends
#Size and Layout of KL is rather static. Administration is already working hard to optimize space. 
#There is little space to rearrage the layout of the building
# TAs tend to reserve larger rooms for office hours, which is not always necessary
# Student have no way to reserve study space unless it is for club events
#Students cannot see which rooms are unoccupied 
#Adding/Renovating collaborative spaces in KL may not be possible because there is already overcrowding. Labs and Offices are at capasity

'''Potential Solution'''

#Create a universal systems for students to check which rooms are available to use outside of the class hours.
# Optimize use of reserved space by using smaller rooms for office hours or combining multiple TAs into one room for various office hours

'''Plan of Action'''

#Adapt the layout of the Library's System to KL to view which rooms are available.
#Create an applciation to show a map and highlight the free rooms in KL, posting when they are help for classes/meetings.
#Speak with the Dean to optimize spaces for TA's. Propose alternative spaces that are smaller or larger spaces that are condensed

'''Other Information'''

#Roesh Library has a room reservation tool on their website with a listing of available study rooms and team rooms and the abiliry to reserve them for up to a 3 hour window

== '''Proposal #4: Establishing a Living Learning Community''' ==

'''The University of Dayton offers a variety of Integrated Learning Living Communities(ILLC) where first year students are able to live together based upon shared interests and passions. The proposal is to establish an ILLC for Engineering and Innovation that would allow first year Engineering students the abiltiy to live together and begin practicing essential networking and problem solving skills that will help them develop into future successful engingeers and problem solvers'''

= Related Links =

''''''University of Dayton''''''

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/wiki/David_Fink David Fink]

[http://universityinnovation.org/wiki/Khalilah_Manson Khalilah Manson]

[[Jake Tersigni]]

[http://universityinnovation.org/wiki/Madalyn_Beban Madalyn Beban]

 Spring 2016:

[http://universityinnovation.org/wiki/Cameron_Crasto Cameron Crasto]

[http://universityinnovation.org/wiki/Suzy_Dorsey Suzy Dorsey]

[http://universityinnovation.org/wiki/Reid_Fuente Reid Fuente]

[http://universityinnovation.org/wiki/Daniela_Lopez Daniela Lopez]

[http://universityinnovation.org/wiki/Devin_Spatz Devin Spatz]

[[Category:Universities]] [[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2018-02-25T16:59:33Z

Jenniferwelch:

= 2018 Priorities   =

*

== '''Proposal #1: Creating a Collaborative Space''' ==

Problem Statement

Kettering Labs, or KL, is the engineering building at UD. Many students feel like it does not have a convenient place to study or do group work. The only public place for student use is a first floor lounge with furniture that is not suited for academic work.

Proposal

The basement of KL is virtually unused and contains many rooms that are large enough to be a group study space. I created a prototype floor plan using a central room and pictures of furniture found online, including team tables with presenting monitors, group standing desks, and modular couches. 

Feedback

The feedback I received for students was very positive. Most had no suggestions for changes besides minor tweaks to the furniture and requests for many outlets to be installed. Moving forward, I will be presenting to faculty and facilities managment to hear their feedback and to find out what the next steps would be to move this proposal forward.

== '''Proposal #2: Crossing CAP Courses''' ==

=== '''Problem Statement''' ===

'''At the University of Dayton, all students are required to take 10 CAP courses, which stands for the Common Academic Program. This requires students to take courses in humanties such as philosophy, english, history, etc. One issue that is brought up is that students opt for the easiest classes and ones that best fit their schedule instead of ones they are interested in. '''

=== Proposal ===

'''Instead of having the 10 CAP courses, have the CAP courses be more focused on engineering themes, so they engineers will be more interested and represented in humanties. This would also allow for a better understanding of engineering in both theory and in the workplace, thus further preparing them upon graduation.'''

'''After surveying engineering students, many students still wanted the CAP courses to not focus on engineering topics, but they still wanted more from their courses. Many of them suggested ideas such as allowing for those classes to be replaced by getting minors in other fields such as Computer Science, Business, etc. '''

=== ===

== '''Proposal #3: Developing a Resouce for Locating Vacant Rooms'''''' ''' ==

'''Problem Statements and RoadBlocks'''

#Students want study spaces avaible in KL for collaborative working in the evening/weekends
#Size and Layout of KL is rather static. Administration is already working hard to optimize space. 
#There is little space to rearrage the layout of the building
# TAs tend to reserve larger rooms for office hours, which is not always necessary
# Student have no way to reserve study space unless it is for club events
#Students cannot see which rooms are unoccupied 
#Adding/Renovating collaborative spaces in KL may not be possible because there is already overcrowding. Labs and Offices are at capasity

'''Potential Solution'''

#Create a universal systems for students to check which rooms are available to use outside of the class hours.
# Optimize use of reserved space by using smaller rooms for office hours or combining multiple TAs into one room for various office hours

'''Plan of Action'''

#Adapt the layout of the Library's System to KL to view which rooms are available.
#Create an applciation to show a map and highlight the free rooms in KL, posting when they are help for classes/meetings.
#Speak with the Dean to optimize spaces for TA's. Propose alternative spaces that are smaller or larger spaces that are condensed

'''Other Information'''

#Roesh Library has a room reservation tool on their website with a listing of available study rooms and team rooms and the abiliry to reserve them for up to a 3 hour window

== '''Proposal #4: Establishing a Living Learning Community''' ==

'''The University of Dayton offers a variety of Integrated Learning Living Communities(ILLC) where first year students are able to live together based upon shared interests and passions. The proposal is to establish an ILLC for Engineering and Innovation that would allow first year Engineering students the abiltiy to live together and begin practicing essential networking and problem solving skills that will help them develop into future successful engingeers and problem solvers'''

= Related Links =

''''''University of Dayton''''''

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/wiki/David_Fink David Fink]

[http://universityinnovation.org/Khalilah%20Manson Khalilah Manson]

[http://universityinnovation.org/Jake%20Tersigni Jake Tersigni]

[http://universityinnovation.org/Madalyn%20Beban Madalyn Beban]

 Spring 2016:

[http://universityinnovation.org/Cameron%20Crasto Cameron Crasto]

[http://universityinnovation.org/Suzy%20Dorsey Suzy Dorsey]

[http://universityinnovation.org/Reid%20Fuente Reid Fuente]

[http://universityinnovation.org/Daniela%20Lopez Daniela Lopez]

[http://universityinnovation.org/Devin%20Spatz Devin Spatz]

[[Category:Universities]] [[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2018-02-25T16:58:20Z

Jenniferwelch:

= 2018 Priorities   =

*

== '''Proposal #1: Creating a Collaborative Space''' ==

Problem Statement

Kettering Labs, or KL, is the engineering building at UD. Many students feel like it does not have a convenient place to study or do group work. The only public place for student use is a first floor lounge with furniture that is not suited for academic work.

Proposal

The basement of KL is virtually unused and contains many rooms that are large enough to be a group study space. I created a prototype floor plan using a central room and pictures of furniture found online, including team tables with presenting monitors, group standing desks, and modular couches. 

Feedback

The feedback I received for students was very positive. Most had no suggestions for changes besides minor tweaks to the furniture and requests for many outlets to be installed. Moving forward, I will be presenting to faculty and facilities managment to hear their feedback and to find out what the next steps would be to move this proposal forward.

== '''Proposal #2: Crossing CAP Courses''' ==

=== '''Problem Statement''' ===

'''At the University of Dayton, all students are required to take 10 CAP courses, which stands for the Common Academic Program. This requires students to take courses in humanties such as philosophy, english, history, etc. One issue that is brought up is that students opt for the easiest classes and ones that best fit their schedule instead of ones they are interested in. '''

=== Proposal ===

'''Instead of having the 10 CAP courses, have the CAP courses be more focused on engineering themes, so they engineers will be more interested and represented in humanties. This would also allow for a better understanding of engineering in both theory and in the workplace, thus further preparing them upon graduation.'''

'''After surveying engineering students, many students still wanted the CAP courses to not focus on engineering topics, but they still wanted more from their courses. Many of them suggested ideas such as allowing for those classes to be replaced by getting minors in other fields such as Computer Science, Business, etc. '''

=== ===

== '''Proposal #3: Developing a Resouce for Locating Vacant Rooms'''''' ''' ==

'''Problem Statements and RoadBlocks'''

#Students want study spaces avaible in KL for collaborative working in the evening/weekends
#Size and Layout of KL is rather static. Administration is already working hard to optimize space. 
#There is little space to rearrage the layout of the building
# TAs tend to reserve larger rooms for office hours, which is not always necessary
# Student have no way to reserve study space unless it is for club events
#Students cannot see which rooms are unoccupied 
#Adding/Renovating collaborative spaces in KL may not be possible because there is already overcrowding. Labs and Offices are at capasity

'''Potential Solution'''

#Create a universal systems for students to check which rooms are available to use outside of the class hours.
# Optimize use of reserved space by using smaller rooms for office hours or combining multiple TAs into one room for various office hours

'''Plan of Action'''

#Adapt the layout of the Library's System to KL to view which rooms are available.
#Create an applciation to show a map and highlight the free rooms in KL, posting when they are help for classes/meetings.
#Speak with the Dean to optimize spaces for TA's. Propose alternative spaces that are smaller or larger spaces that are condensed

'''Other Information'''

#Roesh Library has a room reservation tool on their website with a listing of available study rooms and team rooms and the abiliry to reserve them for up to a 3 hour window

== '''Proposal #4: Establishing a Living Learning Community''' ==

'''The University of Dayton offers a variety of Integrated Learning Living Communities(ILLC) where first year students are able to live together based upon shared interests and passions. The proposal is to establish an ILLC for Engineering and Innovation that would allow first year Engineering students the abiltiy to live together and begin practicing essential networking and problem solving skills that will help them develop into future successful engingeers and problem solvers'''

= Related Links =

''''''University of Dayton''''''

[http://universityinnovation.org/University%20of%20Dayton%20Student%20Priorities University of Dayton Student Priorities]

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/David%20Fink David Fink]

[http://universityinnovation.org/Khalilah%20Manson Khalilah Manson]

[http://universityinnovation.org/Jake%20Tersigni Jake Tersigni]

[http://universityinnovation.org/Madalyn%20Beban Madalyn Beban]

 Spring 2016:

[http://universityinnovation.org/Cameron%20Crasto Cameron Crasto]

[http://universityinnovation.org/Suzy%20Dorsey Suzy Dorsey]

[http://universityinnovation.org/Reid%20Fuente Reid Fuente]

[http://universityinnovation.org/Daniela%20Lopez Daniela Lopez]

[http://universityinnovation.org/Devin%20Spatz Devin Spatz]

[[Category:Universities]]

[[Category:Student Priorities|u]]

Priorities:University of Dayton Student Priorities

2018-02-02T01:11:55Z

Jenniferwelch:

= 2018 Priorities   =

*

== '''Proposal #1: Creating a Collaborative Space''' ==

Problem Statement

Kettering Labs, or KL, is the engineering building at UD. Many students feel like it does not have a convenient place to study or do group work. The only public place for student use is a first floor lounge with furniture that is not suited for academic work.

Proposal

The basement of KL is virtually unused and contains many rooms that are large enough to be a group study space. I created a prototype floor plan using a central room and pictures of furniture found online, including team tables with presenting monitors, group standing desks, and modular couches. 

Feedback

The feedback I received for students was very positive. Most had no suggestions for changes besides minor tweaks to the furniture and requests for many outlets to be installed. Moving forward, I will be presenting to faculty and facilities managment to hear their feedback and to find out what the next steps would be to move this proposal forward.

== '''Proposal #2: Crossing CAP Courses''' ==

=== '''Problem Statement''' ===

'''At the University of Dayton, all students are required to take 10 CAP courses, which stands for the Common Academic Program. This requires students to take courses in humanties such as philosophy, english, history, etc. One issue that is brought up is that students opt for the easiest classes and ones that best fit their schedule instead of ones they are interested in. '''

=== Proposal ===

'''Instead of having the 10 CAP courses, have the CAP courses be more focused on engineering themes, so they engineers will be more interested and represented in humanties. This would also allow for a better understanding of engineering in both theory and in the workplace, thus further preparing them upon graduation.'''

'''After surveying engineering students, many students still wanted the CAP courses to not focus on engineering topics, but they still wanted more from their courses. Many of them suggested ideas such as allowing for those classes to be replaced by getting minors in other fields such as Computer Science, Business, etc. '''

=== ===

== '''Proposal #3: Developing a Resouce for Locating Vacant Rooms'''''' ''' ==

'''Problem Statements and RoadBlocks'''

#Students want study spaces avaible in KL for collaborative working in the evening/weekends
#Size and Layout of KL is rather static. Administration is already working hard to optimize space. 
#There is little space to rearrage the layout of the building
# TAs tend to reserve larger rooms for office hours, which is not always necessary
# Student have no way to reserve study space unless it is for club events
#Students cannot see which rooms are unoccupied 
#Adding/Renovating collaborative spaces in KL may not be possible because there is already overcrowding. Labs and Offices are at capasity

'''Potential Solution'''

#Create a universal systems for students to check which rooms are available to use outside of the class hours.
# Optimize use of reserved space by using smaller rooms for office hours or combining multiple TAs into one room for various office hours

'''Plan of Action'''

#Adapt the layout of the Library's System to KL to view which rooms are available.
#Create an applciation to show a map and highlight the free rooms in KL, posting when they are help for classes/meetings.
#Speak with the Dean to optimize spaces for TA's. Propose alternative spaces that are smaller or larger spaces that are condensed

'''Other Information'''

#Roesh Library has a room reservation tool on their website with a listing of available study rooms and team rooms and the abiliry to reserve them for up to a 3 hour window

== '''Proposal #4: Establishing a Living Learning Community''' ==
'''The University of Dayton offers a variety of Integrated Learning Living Communities(ILLC) where first year students are able to live together based upon shared interests and passions. The proposal is to establish an ILLC for Engineering and Innovation that would allow first year Engineering students the abiltiy to live together and begin practicing essential networking and problem solving skills that will help them develop into future successful engingeers and problem solvers''' ==

== ==

[[Category:Student Priorities|u]]

School:University of Dayton

2018-01-25T02:26:30Z

Jenniferwelch:

<div>
= Student Innovation and Entrepreneurship =

At the University of Dayton students are able to develop and master their entrepreneurial/innovative mindset through courses, clubs, and competitions both on and off campus. Engineers foster their I&E mindset in courses starting in their first year with Engineering Innovations, and go on to further develop it in courses such as Project Management, New Tech Venture and their final Senior Design project. University of Dayton also offers a top 20 nationally rank degree in Entrepreneurship based out of the School of Business. There are student run clubs that gather like-minded individuals to focus on innovation and entrepreneurship such as the Maker’s Club, Flyer Innovations, the Collegiate Entrepreneurs Organization and much more. In competitions such as the Dayton Business Plan Competition (UDBPC), and Ethos Blitz students compete for scholarships, funds, and mentorship to further peruse their ideas.  

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

University of Dayton faculty members have a wide range of skills and assets that make them invaluable to the innovation and entrepreneurial ecosystem on campus.Faculty members have two primary avenues for innovation: inside the classroom and through their personal research projects. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Many courses already embody this ideal, but there is still room to grow. Transitioning towards a curriculum that supports innovation and entrepreneurship in the classroom is a gradual process that the current Leadership Circle aims to continue. When it comes to faculty research, the [http://www.udri.udayton.edu/Pages/home.aspx University of Dayton Research Institute (UDRI)] is committed to providing innovative and practical solutions that can be serviced to the public through commercialization, collaboration, and entrepreneurship.UDRI strives to create value through working with a variety of groups such as the Air Force Research Lab at Wright Patterson Air Force Base, large businesses, and local non-profits. Additionally, faculty have the option to take paid sabbatical leave of up to a year in order to pursue new avenues of research or find new opportunities which they then bring back to campus to further pursue and exposure interested students and other faculty.

= '''Actively Supporting the University Technology Transfer Function''' =

The University of Dayton currently has a [https://www.udayton.edu/research/tpo/index.php Technology Partnerships Office (TPO)] which is part of the Office for Research. The main role of this office is managing university intellectual property (IP) through filing patents and licensing technology that is produced through the University of Dayton Research Institute (UDRI). The TPO also coordinates research agreements with industry and commercializing university inventions. While this office can provide limited advice to students who are pursing their own ventures, it mainly exists to support university owned IP. 

The college of Engineering has a strong Multidisciplinary Design program for senior Electrical and Mechanical engineering students. While most projects are industry sponsored, the Innovation Center will work with students who are interested in sponsoring their own projects. This two-part course provides students with mentoring through every step of the design process from ideation to prototyping and testing.

There are additional resources available to students pursing projects and ventures on their own time. The Connor Group Foundation Seed Investment Fund is a resource available through the school of Business that can provide seed funding to student ventures. Additionally, Flyer Consulting, which is another resource available through the school of Business, is a great resource to students seeking mentorship. 

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

University of Dayton collaborates with a variety of companies, and what makes them unique is the location of major companies located on campus including GE and Emerson Technologies.  These companies' location on campus serve as not only a physical representation of their connection to UD, but also as a method for students to get real world work experience much closer to campus.  Similarly, companies not located on campus also collaborate with the University of Dayton by hiring students for internships and co-ops through our cooperative education program.  In order to facilitate this process, UD hosts a career fair twice a year, in which hundreds of companies attend with the intention of hiring interns, co-ops, as well as full-time employees.  All of these companies have a great repor with the University and its students, which is why several companies return every year.  Also, companies that aren't able to attend these career fairs host workshops and meet-and-greets throughout the year which all students are welcome to go to.  As you can see, University of Dayton prides itself on preparing its students for post-graduation, and its collaboration with industry is a major reason why that's possible.

= '''Engaging with Regional and Local Economic Development Efforts''' =

The University's latest economic development project was the decision to purchase the abandoned Dayton Fairgrounds land near our campus. They made this purchase with Premiere Health, and they have been involving the community of Greater Dayton in its decisions for the future of the property.

The City of Dayton Department of Economic Development offers a few different services to promote the growth of small businesses in downtown Dayton. They have a Small Business Advocate on staff who consults with start-ups and helps them get all of the necessary permits. The Department also recently created the Accelerate Dayton program that provides $10,000 awards to one start-up in each quadrant of the city per year.

Other organizations that support local economic development of small companies and students include the Dayton Diode, a for profit company, and the Dayton Development Coalition, whose board of trustees includes CEOs from local companies such as Fuyao Glass and the Kettering Health Network, as well as the University's President Spina.

= '''Landscape Canvas Spreadsheet - Spring 2016''' =

{{#widget:Google Spreadsheet|key=1OzjhCV9cExEnsPd0Mpvep8nQGyMsU8LJF6K9yP4238Y|width=900|height=775}}

= '''Landscape Canvas Presentation - Spring 2016''' =

[https://docs.google.com/presentation/d/1wnDV2MfXCp6E-Cf30kKRyfEbCeT3y-EqJ_Eto1WXhVg/edit?usp=sharing Landscape Canvas Presentation]

= Related Links =

''''''University of Dayton''''''

[[University of Dayton Student Priorities|University of Dayton Student Priorities]]

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

[[Jake Tersigni|Jake Tersigni]]

[[Madalyn Beban|Madalyn Beban]]

 Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Universities]]

Fellow:Jennifer Welch

2018-01-12T22:39:32Z

Jenniferwelch:

http://universityinnovation.org/images/b/b0/Jennifer_welch_profile_picture_-_Copy2.jpg
Jennifer Welch is a University Innovation Fellow and an undergraduate student studying Mechanical Engineering at the University of Dayton, with a concentration in Human Movement Biomechanics and a minor in Chinese Language. She grew up in Cincinnati, Ohio. During high school, her natural curiosity and passion for problem solving drew her to the field of engineering. Her dedication to helping others inspired her to pursue a concentration in the healthcare industry.

At the University of Dayton, Jennifer was elected President of the University of Dayton’s EMpwr Chapter in her freshman year, which is a student organization powered by the Kern Entrepreneurial Engineering Network that focuses on building entrepreneurial skills in engineering students. Jennifer served one term as President before stepping down in order to attend the University of Dayton China Institute (UDCI) for a 4-month semester. Located in Suzhou, China, the UCDI gave Jennifer the opportunity to develop her Mandarin language skills and immerse herself in another culture.

Since beginning her college career, Jennifer has had the opportunity to complete engineering internships and co-ops with Ethicon Endo-Surgery, Procter & Gamble, and Emerson Climate Technologies. These work experiences gave Jennifer valuable insight into the world of engineering and reaffirmed her decision to pursue a mechanical engineering degree.

Outside of work and school, Jennifer has a passion for dance that helped her team win US Finals twice in high school. She continues to dance recreationally in college, and is also very involved with Phi Sigma Rho, a social sorority for women in technical majors. She also volunteers regularly at the Healing Center of Cincinnati.

Fellow:Jennifer Welch

2018-01-12T22:38:39Z

Jenniferwelch:

[[File:Jennifer welch profile picture - Copy2.jpg]]Jennifer Welch is a University Innovation Fellow and an undergraduate student studying Mechanical Engineering at the University of Dayton, with a concentration in Human Movement Biomechanics and a minor in Chinese Language. She grew up in Cincinnati, Ohio. During high school, her natural curiosity and passion for problem solving drew her to the field of engineering. Her dedication to helping others inspired her to pursue a concentration in the healthcare industry.

At the University of Dayton, Jennifer was elected President of the University of Dayton’s EMpwr Chapter in her freshman year, which is a student organization powered by the Kern Entrepreneurial Engineering Network that focuses on building entrepreneurial skills in engineering students. Jennifer served one term as President before stepping down in order to attend the University of Dayton China Institute (UDCI) for a 4-month semester. Located in Suzhou, China, the UCDI gave Jennifer the opportunity to develop her Mandarin language skills and immerse herself in another culture.

Since beginning her college career, Jennifer has had the opportunity to complete engineering internships and co-ops with Ethicon Endo-Surgery, Procter & Gamble, and Emerson Climate Technologies. These work experiences gave Jennifer valuable insight into the world of engineering and reaffirmed her decision to pursue a mechanical engineering degree.

Outside of work and school, Jennifer has a passion for dance that helped her team win US Finals twice in high school. She continues to dance recreationally in college, and is also very involved with Phi Sigma Rho, a social sorority for women in technical majors. She also volunteers regularly at the Healing Center of Cincinnati.

File:Jennifer welch profile picture - Copy2.jpg

2018-01-12T22:38:12Z

Jenniferwelch:

File:Jennifer welch profile picture - Copy.jpg

2018-01-12T22:36:12Z

Jenniferwelch:

File:Jennifer welch profile picture.jpg

2018-01-12T22:30:18Z

Jenniferwelch:

Fellow:Jennifer Welch

2018-01-12T22:24:14Z

Jenniferwelch: Created page with "Jennifer Welch is a University Innovation Fellow and an undergraduate student studying Mechanical Engineering at the University of Dayton, with a concentration in Human Moveme..."

Jennifer Welch is a University Innovation Fellow and an undergraduate student studying Mechanical Engineering at the University of Dayton, with a concentration in Human Movement Biomechanics and a minor in Chinese Language. She grew up in Cincinnati, Ohio. During high school, her natural curiosity and passion for problem solving drew her to the field of engineering. Her dedication to helping others inspired her to pursue a concentration in the healthcare industry.

At the University of Dayton, Jennifer was elected President of the University of Dayton’s EMpwr Chapter in her freshman year, which is a student organization powered by the Kern Entrepreneurial Engineering Network that focuses on building entrepreneurial skills in engineering students. Jennifer served one term as President before stepping down in order to attend the University of Dayton China Institute (UDCI) for a 4-month semester. Located in Suzhou, China, the UCDI gave Jennifer the opportunity to develop her Mandarin language skills and immerse herself in another culture.

Since beginning her college career, Jennifer has had the opportunity to complete engineering internships and co-ops with Ethicon Endo-Surgery, Procter & Gamble, and Emerson Climate Technologies. These work experiences gave Jennifer valuable insight into the world of engineering and reaffirmed her decision to pursue a mechanical engineering degree.

Outside of work and school, Jennifer has a passion for dance that helped her team win US Finals twice in high school. She continues to dance recreationally in college, and is also very involved with Phi Sigma Rho, a social sorority for women in technical majors. She also volunteers regularly at the Healing Center of Cincinnati.

Organization:Engineers Changing the Conversation

2018-01-12T04:03:38Z

Jenniferwelch:

= Overview & Purpose =

The National Academy of Engineering, an entity of The National Academies ([http://www.nas.edu/ [1]]), has made it a primary goal to equip engineers with the skills necessary to communicate effectively about their profession and those who practice it. The first step in accomplishing this goal was the publication of Changing the Conversation: Messages for Improving Public Understanding of Engineering, in which research-based results focusing on the development and testing of compelling messages regarding engineering were published. They emphasize that belief that a well-equipped team of engineers have the power to be creative problem-solver, make a world of difference, improve our health, happiness, and safety, and shape the future of our world.  To further this initiative, a web platform was developed which encourages viewers to understand the threefold plan to increase effective communication regarding engineering:

1. Understand the Problem(s)
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Engineers most commonly want to be publicly perceived as partaking in a profession that is both challenging and important to society; however, the public often has difficulty understanding what differentiates engineers from various professions broadly categorized as "science" and "technology".</li>
<li>Engineers unintentionally communicate off-putting messages in overly technical terminology, discouraging further conversation.</li>
<li>Many Americans do not fully understand the engineering profession or what it entails, and most believe engineers to be less engaged with community and societal concerns than scientists. This failure to understand the engineering profession often surfaces in the media as well.</li>
<li>Engineering is largely under-diversified; there is a significant need to enroll more women and minorities in engineering education.</li>
<li>The United States is fairly uncompetitive in its output of college graduates in engineering careers. Compared to Asia and Europe, America has an engineering graduation rate of 4.5%, versus 21% and 12.5%, respectively.</li>
</ul>

2. Understand the Solution(s)
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>The National Academy of Engineering has proposed four basic, yet inspirational messages that can be used in discussions regarding engineering, and has provided on-line examples of publications, brochures, news articles, etc. that utilize these messages to correctly demonstrate the value that engineers contribute to their communities and to society as a whole.</li>
</ul>
<ol style="margin-top:0pt;margin-bottom:0pt;">
<li>Engineers are creative problem solvers</li>
<li>Engineers make a world of difference</li>
<li>Engineering is essential to our health, happiness, and safety</li>
<li>Engineers help shape the future</li>
</ol>

3. Understand How to Take Action
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Website viewers are encouraged to take action in their community, to understand what engineers do, and to help engineers become increasingly effective in their communication about their profession. These "Take Action" offerings include:</li>
</ul>
<ol style="margin-top:0pt;margin-bottom:0pt;">
<li>Suggested examples, which are archived under the "Actions Taken" page to serve as a resource pool to those looking to promote awareness.</li>
<li>The Changing the Conversation (CTC) blog, with updated writings and examples to share advice and experiences that promote constructive engagement in discussions on engineering.</li>
<li>The CTC Tool Kit, which includes a wealth of promotional and educational materials such as posters and Powerpoint slides. In addition to these materials, a section of tips for effective messaging and guide to social media platforms and blogs to use for communicating the goals of CTC.</li>
<li>A directory of the current CTC community, which include brief profiles of current engineers, students, and university faculty who are committee members.</li>
</ol>

Overall, this website provides a great number of resources for promoting a conversation of change. Example of social media posts, related articles, networking information, promotional kits, opportunities to add to the conversation are all available through the National Academy of Engineering’s website. The resources are recommended for students, educators, companies, or other organizations looking to encourage future and current engineers to understand how to most effectively make a difference in our world.  
<div> </div>

= Distinct Differences From Other Offerings =

While other offerings simply point to the reasons why engineers are not effective communicators, Changing the Conversation (CTC) poses the question directly to engineers, asking them: "Engineers - How are you changing the conversation?" For their part, CTC seeks to educate not only about possible solutions, but about the underlying problems. By educating both engineers and the public about engineers' common barriers to effective conversation, the solutions suggested can be found to be increasingly beneficial to overcome these prevalent issues.  

The [http://www.engineeringmessages.org/ website] created for this purpose distinctly organizes suggestions for solutions and educational material in their "Tool Kit", which provides language used to describe the field of engineerings and outlines for more specific situations.

Additionally, engineerings students and professionals can "join in the conversation" and sign up to receive email contact. This "facilitates dialogue among organizations that have developed implementation strategies for those that have exercised engineering messages and those that have not".

= Impact Achieved For Students and Campus =

Employing the specific messages listed above, students can associate their engineering education with a higher purpose towards their community and society, and learn how to effectively communicate these contributions to those outisde of the engineering profession. Understanding the common problems regarding the misconceptions of engineering is vital to having the know-how to combat these beliefs.

The use of the CTC Toolkit would be incredibly beneficial for students of all disciplines to increase understanding of the problem and give tools to work towards a solution. As interdisciplinary work becomes more common on university campus, a resource like CTC will be vital for bridging the communication gap and allowing for productive innovation to occur on diverse teams.

= Steps Required To Bring Resource to Campus =

While the CTC is not a resource that is normally initiated in the form of a club or student organization on campuses, the creation of such an entity could have more significance to students versus brief presentations on the messages outlined above. Creating an entity on campus merely requires "joining the conversation" online, and using the resources provided to create awareness on campus regarding the effective communication of the engineering profession and its societal effects. After "joining the conversation", here are some examples of how to bring CTC to campus:

1. Use the CTC Tool Kit of visuals, including informational and motivational posters, and post them around your campus

2. Follow the advice for social media promotion and include CTC on your university's, school's, or personal social media account

3.  Follow the current articles on the website and contribute to the blog (you never know what resources could become available)

4. Host a speaker or event on campus that includes CTC's Problem, Solution, and Action

5. Encourage others to apply the awareness gained from CTC to their educational and workplace settings

Having a CTC organization in place on a campus would ensure that students in engineering schools would understand the increased value of their education and therefore the effective communication of its goals.

= Contact Information =

National Academy of Engineering

500 Fifth Street NW

Washington, D.C. 20001

Telephone: (202) 334 - 3200

Website: [http://www.engineeringmessages.org/ [1]]

[[Category:Resources]]

Organization:Engineers Changing the Conversation

2018-01-12T04:00:24Z

Jenniferwelch:

= Overview & Purpose =

The National Academy of Engineering, an entity of The National Academies ([http://www.nas.edu/ [1]]), has made it a primary goal to equip engineers with the skills necessary to communicate effectively about their profession and those who practice it. The first step in accomplishing this goal was the publication of Changing the Conversation: Messages for Improving Public Understanding of Engineering, in which research-based results focusing on the development and testing of compelling messages regarding engineering were published. They emphasize that belief that a well-equipped team of engineers have the power to be creative problem-solver, make a world of difference, improve our health, happiness, and safety, and shape the future of our world.  To further this initiative, a web platform was developed which encourages viewers to understand the threefold plan to increase effective communication regarding engineering:

1. Understand the Problem(s)
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Engineers most commonly want to be publicly perceived as partaking in a profession that is both challenging and important to society; however, the public often has difficulty understanding what differentiates engineers from various professions broadly categorized as "science" and "technology".</li>
<li>Engineers unintentionally communicate off-putting messages in overly technical terminology, discouraging further conversation.</li>
<li>Many Americans do not fully understand the engineering profession or what it entails, and most believe engineers to be less engaged with community and societal concerns than scientists. This failure to understand the engineering profession often surfaces in the media as well.</li>
<li>Engineering is largely under-diversified; there is a significant need to enroll more women and minorities in engineering education.</li>
<li>The United States is fairly uncompetitive in its output of college graduates in engineering careers. Compared to Asia and Europe, America has an engineering graduation rate of 4.5%, versus 21% and 12.5%, respectively.</li>
</ul>

2. Understand the Solution(s)
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>The National Academy of Engineering has proposed four basic, yet inspirational messages that can be used in discussions regarding engineering, and has provided on-line examples of publications, brochures, news articles, etc. that utilize these messages to correctly demonstrate the value that engineers contribute to their communities and to society as a whole.</li>
</ul>
<ol style="margin-top:0pt;margin-bottom:0pt;">
<li>Engineers are creative problem solvers</li>
<li>Engineers make a world of difference</li>
<li>Engineering is essential to our health, happiness, and safety</li>
<li>Engineers help shape the future</li>
</ol>

3. Understand How to Take Action
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Website viewers are encouraged to take action in their community, to understand what engineers do, and to help engineers become increasingly effective in their communication about their profession. These "Take Action" offerings include:</li>
</ul>
<ol style="margin-top:0pt;margin-bottom:0pt;">
<li>Suggested examples, which are archived under the "Actions Taken" page to serve as a resource pool to those looking to promote awareness.</li>
<li>The Changing the Conversation (CTC) blog, with updated writings and examples to share advice and experiences that promote constructive engagement in discussions on engineering.</li>
<li>The CTC Tool Kit, which includes a wealth of promotional and educational materials such as posters and Powerpoint slides. In addition to these materials, a section of tips for effective messaging and guide to social media platforms and blogs to use for communicating the goals of CTC.</li>
<li>A directory of the current CTC community, which include brief profiles of current engineers, students, and university faculty who are committee members.</li>
</ol>

Overall, this website provides a great number of resources for promoting a conversation of change. Example of social media posts, related articles, networking information, promotional kits, opportunities to add to the conversation are all available through the National Academy of Engineering’s website. The resources are recommended for students, educators, companies, or other organizations looking to encourage future and current engineers to understand how to most effectively make a difference in our world.  
<div> </div>

= Distinct Differences From Other Offerings =

While other offerings simply point to the reasons why engineers are not effective communicators, Changing the Conversation (CTC) poses the question directly to engineers, asking them: "Engineers - How are you changing the conversation?" For their part, CTC seeks to educate not only about possible solutions, but about the underlying problems. By educating both engineers and the public about engineers' common barriers to effective conversation, the solutions suggested can be found to be increasingly beneficial to overcome these prevalent issues.  

The [http://www.engineeringmessages.org/ website] created for this purpose distinctly organizes suggestions for solutions and educational material in their "Tool Kit", which provides language used to describe the field of engineerings and outlines for more specific situations.

Additionally, engineerings students and professionals can "join in the conversation" and sign up to receive email contact. This "facilitates dialogue among organizations that have developed implementation strategies for those that have exercised engineering messages and those that have not".

= Impact Achieved For Students and Campus =

Employing the specific messages listed above, students can associate their engineering education with a higher purpose towards their community and society, and learn how to effectively communicate these contributions to those outisde of the engineering profession. Understanding the common problems regarding the misconceptions of engineering is vital to having the know-how to combat these beliefs. Actively utilizing the brief messages promoted by the CTC Tool Kit while in the midst of engineering education will benefit students by preventing the eventual lack of effective communication experienced by so many of those in the engineering profession today.

= Steps Required To Bring Resource to Campus =

While the CTC is not a resource that is normally initiated in the form of a club or student organization on campuses, the creation of such an entity could have more significance to students versus brief presentations on the messages outlined above. Creating an entity on campus merely requires "joining the conversation" online, and using the resources provided to create awareness on campus regarding the effective communication of the engineering profession and its societal effects. After "joining the conversation", here are some examples of how to bring CTC to campus:

1. Use the CTC Tool Kit of visuals, including informational and motivational posters, and post them around your campus

2. Follow the advice for social media promotion and include CTC on your university's, school's, or personal social media account

3.  Follow the current articles on the website and contribute to the blog (you never know what resources could become available)

4. Host a speaker or event on campus that includes CTC's Problem, Solution, and Action

5. Encourage others to apply the awareness gained from CTC to their educational and workplace settings

Having a CTC organization in place on a campus would ensure that students in engineering schools would understand the increased value of their education and therefore the effective communication of its goals.

= Contact Information =

National Academy of Engineering

500 Fifth Street NW

Washington, D.C. 20001

Telephone: (202) 334 - 3200

Website: [http://www.engineeringmessages.org/ [1]]

[[Category:Resources]]