University Innovation Fellows - User contributions [en]

Fellow:Jessica Aldrich

2022-03-14T18:48:32Z

Jxaldrich: Just some updates to my life

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Success Manager at Startup Grind '''What that means:''' A full time student who also works on community management and community development for founders and entrepreneurs world wide.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, graduate school, and trying to do too many things at once. '''E-Mail:''' jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community and Success teams to connect founders and entrepreneurs around the globe. She moved to Florida and began her PhD in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. Jessica was a FAB at the 2019 Silicon Valley Meetup and a UIGuide for the 2019-2020 and 2020-2021 school years. 

While a student, Jessica was involved in everything from BMES to Gamma Phi Beta. She spent most of her undergraduate career working in research labs where she put the skills she learned as a UIF to use in her every day job. Since moving to Florida she has continued her hyper-involvement on campus by leading the graduate student council and teaching Engineering Ethics. Outside of the university, she is also an avid triathlete and enjoys all of the outdoor activities that Florida has to offer!     
=Related Links=
[https://www.youtube.com/watch?v=bzEPqkpP3bY Spring 2019 Ignite: Just a Student]

[https://www.1mwis.com/profiles/Jessica-Aldrich 1 Million Women in STEM Initiative]

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]
[[Category:Student Contributors]]
[[Category:Wichita State University (2018 Spring cohort)]]
{{CatTree|Wichita_State_University}}

Fellow:Jessica Aldrich

2021-06-07T03:25:50Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Success Manager at Startup Grind '''What that means:''' A full time student who also works on community management and community development for founders and entrepreneurs world wide.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, graduate school, and trying to do too many things at once. '''E-Mail:''' jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community and Success teams to connect founders and entrepreneurs around the globe. She moved to Florida and began her PhD in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. Jessica was a FAB at the 2019 Silicon Valley Meetup and a UIGuide for the 2019-2020 and 2020-2021 school years. 

      Outside of UIF, Jessica is involved in a variety of on campus activities. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problems related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders). Since moving to Florida, Jessica has become president of the BME Graduate Student Council and sits on the Diversity and Inclusion student leadership team in addition to her new research responsibilities.

=Related Links=
[https://www.youtube.com/watch?v=bzEPqkpP3bY Spring 2019 Ignite: Just a Student]

[https://www.1mwis.com/profiles/Jessica-Aldrich 1 Million Women in STEM Initiative]

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]
[[Category:Student Contributors]]
[[Category:Wichita State University (2018 Spring cohort)]]
{{CatTree|Wichita_State_University}}

Fellow:Jessica Aldrich

2020-06-04T16:13:50Z

Jxaldrich: Undo revision 111817 by KCVelaga (talk)

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Assistant Community Manager at Startup Grind '''What that means:''' A full time student who also works on community management and community development for founders and entrepreneurs world wide.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, and trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community team and connects founders and entrepreneurs around the globe. She moved to Florida and began her PhD in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. Jessica was a FAB at the 2019 Silicon Valley Meetup and a UIGuide for the 2019-2020 school year. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders). Since moving to Florida, Jessica has joined the BME Graduate Student Council and sits on the Diversity and Inclusion committee in addition to her new research responsibilities.

= Related Links =
[https://www.youtube.com/watch?v=bzEPqkpP3bY Spring 2019 Ignite: Just a Student]

[https://www.1mwis.com/profiles/Jessica-Aldrich 1 Million Women in STEM Initiative]

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]
[[Category:Student Contributors]]

Fellow:Jessica Aldrich

2020-06-03T14:55:52Z

Jxaldrich: /* Related Links */

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Assistant Community Manager at Startup Grind '''What that means:''' A full time student who also works on community management and community development for founders and entrepreneurs world wide.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, and trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community team and connects founders and entrepreneurs around the globe. She moved to Florida and began her PhD in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. Jessica was a FAB at the 2019 Silicon Valley Meetup and a UIGuide for the 2019-2020 school year. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders). Since moving to Florida, Jessica has joined the BME Graduate Student Council and sits on the Diversity and Inclusion committee in addition to her new research responsibilities.

= Related Links =
[https://www.youtube.com/watch?v=bzEPqkpP3bY Spring 2019 Ignite: Just a Student]

[https://www.1mwis.com/profiles/Jessica-Aldrich 1 Million Women in STEM Initiative]

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]
[[Category:Student Contributors]]

Fellow:Jessica Aldrich

2020-06-03T14:52:58Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Assistant Community Manager at Startup Grind '''What that means:''' A full time student who also works on community management and community development for founders and entrepreneurs world wide.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, and trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community team and connects founders and entrepreneurs around the globe. She moved to Florida and began her PhD in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. Jessica was a FAB at the 2019 Silicon Valley Meetup and a UIGuide for the 2019-2020 school year. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders). Since moving to Florida, Jessica has joined the BME Graduate Student Council and sits on the Diversity and Inclusion committee in addition to her new research responsibilities.

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]
[[Category:Student Contributors]]

Fellow:Jessica Aldrich

2020-06-03T14:52:30Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Assistant Community Manager at Startup Grind '''What that means:''' A full time student who also works on community management and community development for founders and entrepreneurs world wide.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, and trying to do too many things at once. '''E-Mail:'''nbsp;jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community team and connects founders and entrepreneurs around the globe. She moved to Florida and began her PhD in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. Jessica was a FAB at the 2019 Silicon Valley Meetup and a UIGuide for the 2019-2020 school year. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders). Since moving to Florida, Jessica has joined the BME Graduate Student Council and sits on the Diversity and Inclusion committee in addition to her new research responsibilities.

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]
[[Category:Student Contributors]]

Fellow:Jessica Aldrich

2019-09-21T14:41:40Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''University of Florida '''What does she do now:''' PhD in Biomedical Engineering at UF, Associate Community Manager at Startup Grind, and Co-Founder of Co-Immunity '''What that means:''' A full time student who also works on community management and community development for founders and entrpreneurs world wide, as well as starting a company that is focused on developing tools and fostering a community for young people diagnosed with a chronic illness.

'''Contact her about:''' Design thinking workshops, communications workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures and public speaking, community development, relational leadership, Startup Grind, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at the University of Florida. She completed her BS/MS in biomedical engineering at Wichita State University in 2018/2019 (respectively). During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. Since completing her Masters degree, Jessica started interning with Startup Grind and works on the Community team and connects founders and entrepreneurs around the globe. She moved to Florida and began her PhD and launched a company in fall 2019. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018 and again in fall 2019. During that time she also facilitated the Invent for the Planet design competition (2018 and 2019). After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018 and 2019. She launched Startup Grind on her campus in collaboration with the community Startup Grind chapter and the Wichita State University Foundation. Jessica also developed and ran an  empathy-based design thinking program for local high school students to empower them to create positive change in their community. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College as well as organizing and moderating the ASEE Sectional Conference. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-10-10T18:14:23Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''Wichita State University '''What does she do now:''' Masters in Biomedical Engineering, WUIFx program director '''What that means:''' Developed an empathy based design thinking curriculum to empower high school students to make positive change in our community while completing my graduate studies

 '''Contact her about:''' Design thinking workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures, community development, relational leadership, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at Wichita State University. She is a masters student in Biomedical Engineering and received her BS from Wichita State in May 2018. During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018. During that time she also facilitated the Invent for the Planet design competition. After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018. 

    Currently, Jessica is developing and running an empathy-based design thinking program for local high school students to empower them to create positive change in their community. She is also working to bring Start-Up Grind U to campus in fall 2018. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-10-10T18:09:05Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right|Jessica Aldrich2.jpg]] '''School:'''Wichita State University '''What does she do now:''' Masters in Biomedical Engineering, WUIFx program director '''What that means:''' Developed an empathy based design thinking curriculum to empower high school students to make positive change in our community while completing my graduate studies

'''Contact her about:''' Design thinking workshops, facilitating design competitions, high school programming, Pop-up events, guest lectures, relational leadership, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at Wichita State University. She is a masters student in Biomedical Engineering and received her BS from Wichita State in May 2018. During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018. During that time she also facilitated the Invent for the Planet design competition. After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018. 

    Currently, Jessica is developing and running an empathy-based design thinking program for local high school students to empower them to create positive change in their community. She is also working to bring Start-Up Grind U to campus in fall 2018. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-10-10T04:08:07Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg|right]] '''School:'''Wichita State University '''What does she do now:''' Masters in Biomedical Engineering, WUIFx program director '''What that means:''' Developed an empathy based design thinking curriculum to empower high school students to make positive change in our community while completing my graduate studies

'''Contact her about:''' Design thinking workshops, facilitating design competitions, high school programming, relational leadership, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at Wichita State University. She is a masters student in Biomedical Engineering and received her BS from Wichita State in May 2018. During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018. During that time she also facilitated the Invent for the Planet design competition. After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018. 

    Currently, Jessica is developing and running an empathy-based design thinking program for local high school students to empower them to create positive change in their community. She is also working to bring Start-Up Grind U to campus in fall 2018. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-10-10T04:05:44Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018  [[File:Jessica Aldrich2.jpg]] '''School:'''Wichita State University '''What does she do now:''' Masters in Biomedical Engineering, WUIFx program director '''What that means:''' Developed an empathy based design thinking curriculum to empower high school students to make positive change in our community while completing my graduate studies

'''Contact her about:''' Design thinking workshops, facilitating design competitions, high school programming, relational leadership, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916
<div>
       Jessica Aldrich is a University Innovation Fellow at Wichita State University. She is a masters student in Biomedical Engineering and received her BS from Wichita State in May 2018. During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018. During that time she also facilitated the Invent for the Planet design competition. After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018. 

    Currently, Jessica is developing and running an empathy-based design thinking program for local high school students to empower them to create positive change in their community. She is also working to bring Start-Up Grind U to campus in fall 2018. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-10-10T04:04:02Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018   '''School:'''Wichita State University '''What does she do now:''' Masters in Biomedical Engineering, WUIFx program director '''What that means:''' Developed an empathy based design thinking curriculum to empower high school students to make positive change in our community while completing my graduate studies

'''Contact her about:''' Design thinking workshops, facilitating design competitions, high school programming, relational leadership, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916

[[File:Jessica Aldrich2.jpg]]
<div>
       Jessica Aldrich is a University Innovation Fellow at Wichita State University. She is a masters student in Biomedical Engineering and received her BS from Wichita State in May 2018. During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018. During that time she also facilitated the Invent for the Planet design competition. After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018. 

    Currently, Jessica is developing and running an empathy-based design thinking program for local high school students to empower them to create positive change in their community. She is also working to bring Start-Up Grind U to campus in fall 2018. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-10-10T03:46:54Z

Jxaldrich:

'''Serving as UIF Since: '''Spring 2018   '''School:'''Wichita State University '''What does she do now:''' Masters in Biomedical Engineering, WUIFx program director '''What that means:''' Developed an empathy based design thinking curriculum to empower high school students to make positive change in our community while completing my graduate studies

'''Contact her about:''' Design thinking workshops, facilitating design competitions, high school programming, relational leadership, trying to do too many things at once. '''E-Mail:'''jxaldrich@gmail.com '''Phone:''' 785-250-3916

[http://universityinnovation.org/images/4/42/Jessica_Aldrich2.jpg http://universityinnovation.org/images/4/42/Jessica_Aldrich2.jpg]
<div>
       Jessica Aldrich is a University Innovation Fellow at Wichita State University. She is a masters student in Biomedical Engineering and received her BS from Wichita State in May 2018. During her undergraduate career, Jessica studied Biomedical Engineering with minors in Math and General Business. She spent her freshman year as a student athlete playing volleyball at Avila University before transferring to Wichita State. After graduation, Jessica spent the summer working on her thesis and spent a few weeks in Europe taking a course in design from the University of Twente. 
<div>
    As a UIF on campus Jessica was involved in hosting the Midwest Regional Meetup that was held in February 2018. During that time she also facilitated the Invent for the Planet design competition. After completing her UIF training in March, she facilitated numerous design thinking workshops on campus and guest lectured in courses through the Bill and Dorothy Cohen Honors College. Additionally she ran the 32-Second Challenge, a pop-up design thinking experience for students from diverse backgrounds on campus. She attended the Utah Valley Regional Meetup, the European Regional meetup, and the Colorado School of Mines regional meetup as well as presented at the ASEE National Meeting in 2018. 

    Currently, Jessica is developing and running an empathy-based design thinking program for local high school students to empower them to create positive change in their community. She is also working to bring Start-Up Grind U to campus in fall 2018. Additionally, Jessica has hosted workshops and guest lectured at events and in classes through University admissions and the Honors College. 

      Outside of UIF, Jessica is invovled in a variety of on campus activites. During her time as an undergraduate she was an executive team member of the Biomedical Engineering Society (BMES), a member of Gamma Phi Beta, and was heavily involved with the honors college. She is also passionate about research and spent much of her time at WSU working in research labs and spent one summer doing an NSF REU. Her research experiences include biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problmes related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. In her senior year she was awarded the University Senior Honor and the Cohen Honors College Outstanding Senior. She volunteers regularly with Younglife and is a part of their Leadership Development Program (Developing Future Leaders).

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]
</div></div>
[[Category:Student Contributors|Student_Contributors]]

School:Wichita State University

2018-10-04T20:31:25Z

Jxaldrich:

== '''Overview''' ==

[[File:WSU LOGO.png|right|250px|WSU LOGO.png]]

Wichita State University is a public research university of 15,000 students located in Wichita, Kansas, United States. In April of 2014, the university established its commitment towards an Innovation Campus with the purpose to transform the world through innovation, applied learning, entrepreneurship and economic impact. In line with the school’s vision and its multi-disciplinary concept, Wichita State University is starting to offer new avenues to encourage students and faculty to be innovative while attracting industry partners.

Wichita State is committed to break down walls and going beyond the books to provide real-world experiences for real-world results. At the same time, it expects to create an environment where risk-taking is encouraged and big ideas can become big business, so it could build new avenues for financial growth while infusing existing industries with the resources needed for future success.

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

Promoting student innovation and entrepreneurship is a foundation of Wichita State University’s curriculum and strategic plan. Wichita State holds Kansas’ only entrepreneurship major as well as an entrepreneurship minor for both business and non-business majors, a graduate certificate in entrepreneurship and innovation and an MBA with a focus on entrepreneurship. WSU has expanded its degree opportunities by offering an Innovation Design Masters degree, which started Spring 2016. The schools of Fine Arts, Health Sciences, Business, Honors, and Engineering are offering courses that incorporate entrepreneurship into the foundations of their curriculum. The school of Applied Studies now offers a course in Workplace Leadership, as well as a Bachelor's in Applied Studies which focus on innovation in the workforce. 

Beyond academics, there are several programs encouraging entrepreneurship on campus. Every year students can compete in the Shocker New Venture Competition, where winning student groups are awarded startup capital to aid in the launch of their new venture. Students also attend inspirational and informational speaker series focused on entrepreneurship, innovation, and design, such as the Business Booster Series, Shocker Startup Impact, and Lunch and Learn.

The Wichita State campus is expanding to reflect the innovation and entrepreneurship demands of the economy. In spring of 2017, a new makerspace, located in the Experiential Engineering Building, opened to cater to innovative Wichita State students from all majors and backgrounds. The WSU makerspace has the purpose to be a special place where people can meet, collaborate and make things happen – it is part manufacturing plant, part design studio and part garage workshop. It’s a place where creative people of all ages and skill levels have access to sophisticated equipment and training, shared work spaces and a supportive community. 

[[File:EEB Eagle 560.jpg]]

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

Many faculty at Wichita State University identify that the university encourages them to pursue innovation in and out of the classroom. This is becoming increasingly evident through the goals of the university's Strategic Plan. Wichita State University is working towards becoming an innovation university by transforming the world through innovation, applied learning, entrepreneurship, and economic impact.

WSU defines the following words as:

'''Innovation''' – Bringing university researchers, students and industry together to share the ideas that will drive change.

'''Applied Learning''' – Breaking down walls and going beyond the books to provide real-world experience for real-world results.

'''Entrepreneurship '''– Fostering an environment where risk-taking is encouraged and big ideas can become big business.

'''Economic Impact''' – Creating new avenues for financial growth while infusing existing industries with the resources needed for future success.

However, there is a clear sentiment that the incentive system of the university is not in line with promoting innovation through faculty. Faculty members recognize that the money on campus is in traditional research and building the innovation campus, rather than on promoting faculty support of innovation and entrepreneurship.

An exciting new development is the Brenton Myers Innovation in Engineering Education Award.  The purpose of this award is to provide funds for College of Engineering faculty to introduce new curriculum that is designed to implement innovative and entrepreneurial methods in the classroom. Although only engineering faculty will have access to these funds, effective strategies that are created by the faculty will be shared with other colleges in the university.

== '''WSU Ventures''' ==

WSU offers a unique opportunity to students and individuals in the community through an organization called WSU Ventures. The goal of WSU Ventures is to assist entrepreneurs and upstart companies with having the resources they need in order to flourish. WSU Ventures has multiple services that it provides including research and development opportunities; research lab space; providing expert feedback on ventures; patent application assitance and guidance; as well as searching for investors. These various services offered to entrepreneurs are extremely beneficial in helping to ensure that all steps are covered throughout the product planning and implementation stages for new ventures.

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

Many faculty and administration feel that the university’s current IP policy generally favors students and promotes innovation. However, a significant portion of the student body and faculty view the IP policy negatively. Wichita State University’s Technology Transfer has been trying to rectify this. For example, they have begun to question the intellectual property agreement and have opened the discussion to students. Some design-based classes lead students to produce academic creations that could easily be patentable. Technology Transfer has made it a point to speak at some of these classes (Senior Design for Engineering). There are even workshops that help students and faculty understand intellectual property and patent law.

Faculty at Wichita State University are passionate about ensuring that students know the copyright and intellectual property policies. In some courses, professors have a lecture dedicated specifically for these topics and offer additional help to students seeking it. The Wichita State University library also offers workshops, guides, and other tools to make this information easily accessible for students.

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

With the creation and building of the new Innovation Campus, WSU is partnering up with some big industry names to bring collaboration and innovation to its new campus. The goal of such partnerships will be to encourage and improve collaboration and innovation between students and professionals in the industry. The new Innovation Campus will boast multiple Partnership Buildings where companies will be able to lease space and work with WSU students and faculty. These Partnership Buildings will open up a new line of networking between students and industry to provide internship and job opportunities. At the same time, the companies will be able to provide and fund new research and experimental facilities. As a benefit to them, they will be able to recruit new talent continuously.

Some of the companies and organizations that have already partnered with WSU include Airbus, NetApp, Applied Technology Acceleration Institute, National Institute of Aviation Research (NIAR), Tech Mahindra, iTalent Corp, Youth Entrepreneurs, ABI Group, Koch Industries, Inc., and others. Airbus, for example, has relocated their engineering center in downtown Wichita to the new Innovation Campus. Airbus’ presence on campus allows them to access research, testing labs, student employees, and faculty expertise quickly and easily. With NIAR already present on the campus, Airbus relocating to the new WSU campus will add to the research centers provided to students. 

Wichita State is working to facilitate university-industry collaboration at a much more aggressive pace than in the past year due to the need to bring advanced research and experimental facilities for students and faculty. The goal is to transform Wichita State into an innovation-focused university that is partnered with some of the biggest names in the industry. A recent partnership that the new Innovation Campus secured in Spring 2017 was with Boston Consulting Group with the goal of increasing collaboration and to advance the Wichita manufacturing industry.

Wichita State opened a new law enforcement training center on its innovation campus in January of 2018. The center includes training space and classrooms for the Sedgwick County Sheriff’s Department, Wichita Police Department, and Criminal Justice students. Students will also greatly benefit from internships, cooperative education and applied learning opportunities through the partnership. The new training center enables the Wichita Police Department to build a partnership with WSU and gives students access to top-notch training and aid in recruitment opportunities.

With the opening of the Partnership Building 2 in 2018, this building opens up avenues for businesses such as Spirit Aerosystems, and Firepoint Innovation Center, as well as for different offices to take up residence, such as GEEKS, and the College of Engineering's Dean's Office. A new Barton School of Business building is currently under talks of being built, with plans already being drawn up. 

'''WSU Innovation Campus Master Plan Walkthrough'''
{{#Widget:Youtube|id=QWz_nNS99iM}}

== '''Engaging With Regional & Local Economic Development Efforts''' ==

Campus outreach with specific industries is very strong. Some of the industries represented more than others are aerospace, manufacturing, and education. In aerospace, the university engages in a mass amount of research for advanced materials, coatings, and general controls design. Wichita hosts the number one industry funded Aerospace research firm in the nation named NIAR (National Institute for Aviation Research). In manufacturing, the university has many researchers who specialize in advanced manufacturing and prototyping with most of these resources being used for Aerospace research. In education, the department reaches out to the schools in Wichita's community to create better teachers and facilities. Unfortunately not all of the industries are represented in the university's outreach, but there is room for improvement.

== '''Landscape Canvas''' ==

'''Google Spreadsheet'''

[https://docs.google.com/spreadsheets/d/1eJ3lwpQT7s3BYdbjd9VGXlC9W4xlq4ar11EeCu14sTE/edit?usp=sharing https://docs.google.com/spreadsheets/d/1eJ3lwpQT7s3BYdbjd9VGXlC9W4xlq4ar11EeCu14sTE/edit?usp=sharing ]

[https://docs.google.com/spreadsheets/d/1VDLHpMIfUIKNsSHFWEdMuevwmwEyPXPlEuuXo7U-SuM/edit#gid=0 https://docs.google.com/spreadsheets/d/1VDLHpMIfUIKNsSHFWEdMuevwmwEyPXPlEuuXo7U-SuM/edit#gid=0]

[https://docs.google.com/spreadsheets/d/1hHxmqjMuQbUTPJMk10fkyWJ8tLQYQxM-BGbUg5QWgJU/edit#gid=0 https://docs.google.com/spreadsheets/d/1hHxmqjMuQbUTPJMk10fkyWJ8tLQYQxM-BGbUg5QWgJU/edit#gid=0]

[https://docs.google.com/spreadsheets/d/1pMufSvqgyP1fMYxxMW9wIpk1pnP3xtsueITsylnJWEs/ https://docs.google.com/spreadsheets/d/1pMufSvqgyP1fMYxxMW9wIpk1pnP3xtsueITsylnJWEs/]

'''Google Presentation'''

[https://docs.google.com/presentation/d/1Bkny3LY7_kO0MmlMgKrHjbcd3LpXSKaMu_cTBrF6mlg/ https://docs.google.com/presentation/d/1Bkny3LY7_kO0MmlMgKrHjbcd3LpXSKaMu_cTBrF6mlg/]

== '''Related Links''' ==

'''Wichita State University'''

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2018 Fellows

[[Spencer Lueckenotto|Spencer Lueckenotto]]

[http://universityinnovation.org/wiki/Kyle_Kopecky Kyle Kopecky]

[http://universityinnovation.org/wiki/Jessica_Aldrich Jessica Aldrich]

[http://universityinnovation.org/wiki/User:WillV William Valentine]

[http://universityinnovation.org/wiki/Austin_Nordyke Austin Nordyke]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

Spring 2016 Fellows

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Universities]]

Priorities:Wichita State University Student Priorities

2018-10-04T20:29:03Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb|12719342 1651546498441839 7502236181105147750 o.jpg]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb|Shocker Startup Logo Cropped.jpg]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

== Strategy 9: Increasing about the plethora of I&E resources on campus ==

=== '''Tactic #1: Wu-Invent App''' ===

'''Project Lead: Kyle Kopecky and Will Valentine'''

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

=== '''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience''' ===

'''Project Lead: Jessica Aldrich'''

As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

== Strategy 10: Encouraging student involvement within I&E opportunities on campus ==

=== '''Tactic #1: Wichita Maker Faire''' ===

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas. Strategy 11: Community Engagement and Involvement = Strategy 11: Community Engagement and Involvement.

=== Tactic #2: Innovation Curriculum ===

'''Project Lead: Mohd Sabra'''

<span id="docs-internal-guid-93f5ad23-537d-cecd-1d1a-97f8a36c5e3b" style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; vertical-align: baseline; -webkit-text-stroke-width: 0px; white-space: pre-wrap; word-spacing: 0px;">Many of the engineering degrees at WSU require a senior design or capstone course that allows students to create an innovative product or process to meet needs within their field of study. However, outside of these courses, students in other disciplines do not have the same opportunity. By implementing an innovation centered curriculum, students across campus would be encouraged/required to participate in an Innovation Project. Multidisciplinary teams would work with mentors (faculty and industry professionals) on developing an innovative idea that would be presented at the Shocker New Venture Competition, or other similar events on campus. Outside of this, the teams would be judged/graded by their mentors and would receive course credit for the work. </span<strike></strike>

== Strategy 11: Community Engagement and Involvement ==

=== '''Tactic #1: ICT Innovation Monday''' ===

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

== Strategy 12: Encourage Students to Embrace the Spirit of Innovation ==

=== Tactic #1: [IN]novation ===

<span id="docs-internal-guid-93f5ad23-536e-9c53-20d8-b15e6ea62058" style="text-align: left; color: rgb(0, 0, 0); text-transform: none; text-indent: 0px; letter-spacing: normal; font-family: Arial; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; vertical-align: baseline; white-space: pre-wrap; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">For students to embrace a culture and truly feel like they are a part of something, you have to set a precedent from day 1. As potential new shockers visit WSU they have the opportunity to experience campus and the future that may lie ahead for them. [IN]nnovation is an initiative focused on potential new students and giving them a taste of what WSU is really about. During their campus visit, students will receive a 1in by 1in plastic square. On that square, they are asked to write their biggest hope for college on one side, and their biggest fear on the other. After their visit, the “token” is collected and stored until the beginning of semester. Students who are admitted and enrolled at WSU will have their “token” given to a student artist who will be charged with the responsibility of creating a work of art showcasing the hopes of all of the tokens combined. The fears will be to the inside of the work, with the idea in mind that as one part of a greater whole, the students can overcome any adversity and accomplish their biggest hopes and dreams.</span

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2018 Fellows

[[Slueckenotto|Spencer Lueckenotto]]

[http://universityinnovation.org/wiki/Kyle_Kopecky Kyle Kopecky]

[http://universityinnovation.org/wiki/Jessica_Aldrich Jessica Aldrich]

[http://universityinnovation.org/wiki/William_Valentine William Valentine ]

[http://universityinnovation.org/wiki/Austin_Nordyke Austin Nordyke]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Fellow:Jessica Aldrich

2018-09-25T19:59:10Z

Jxaldrich:

      Jessica Aldrich is a graduate student at Wichita State University pursuing an accelerated Masters degree in Biomedical Engineering. She graduated in May 2018 Magna Cum Laude with a BS in Biomedical Engineering and minors in mathematics and general business. Jessica[[File:Jessica Aldrich2.jpg|thumb]] is passionate about research and problem solving and has spent her time at WSU working in research labs within the Biomedical Engineering department. Her research has included topics such as biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problems related to her work; this has inspired her to translate that methodology to problems and concerns on her campus. She has also been actively involved in the honors college, being awarded the Cohen Honors College Outstanding Senior award.

      As an undergraduate student, Aldrich has been involved in numerous organizations and has taken on leadership roles within the Biomedical Engineering Society (BMES) and her sorority, Gamma Phi Beta. During her time leading BMES she implemented a mentoring program that allowed college students to mentor high school seniors’ as they completed their senior design projects.  Outside of school, she volunteers for Younglife and is a part of their regional leadership development program (Developing Future Leaders). She was also inducted into Tau Beta Pi, Order of Omega, and was awarded the University Senior Honor in her senior year. Aldrich plans to pursue a PhD in biomedical engineering following graduation. 

= Related Links =

[[Wichita State University|Wichita State University]]

[[Wichita State University Student Priorities|Wichita State University Student Priorities]]

[[Category:Student Contributors|Student_Contributors]]

Priorities:Wichita State University Student Priorities

2018-02-01T22:31:12Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb|12719342 1651546498441839 7502236181105147750 o.jpg]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb|Shocker Startup Logo Cropped.jpg]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

== Strategy 9: Increasing about the plethora of I&E resources on campus ==

=== '''Tactic #1: Wu-Invent App''' ===

'''Project Lead: Kyle Kopecky and Will Valentine'''

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

=== '''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience''' ===

'''Project Lead: Jessica Aldrich'''

As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

== Strategy 10: Encouraging student involvement within I&E opportunities on campus ==

=== '''Tactic #1: Wichita Maker Faire''' ===

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas. Strategy 11: Community Engagement and Involvement = Strategy 11: Community Engagement and Involvement.

=== Tactic #2: Innovation Curriculum ===

'''Project Lead: Mohd Sabra'''

<span id="docs-internal-guid-93f5ad23-537d-cecd-1d1a-97f8a36c5e3b" style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; vertical-align: baseline; -webkit-text-stroke-width: 0px; white-space: pre-wrap; word-spacing: 0px;">Many of the engineering degrees at WSU require a senior design or capstone course that allows students to create an innovative product or process to meet needs within their field of study. However, outside of these courses, students in other disciplines do not have the same opportunity. By implementing an innovation centered curriculum, students across campus would be encouraged/required to participate in an Innovation Project. Multidisciplinary teams would work with mentors (faculty and industry professionals) on developing an innovative idea that would be presented at the Shocker New Venture Competition, or other similar events on campus. Outside of this, the teams would be judged/graded by their mentors and would receive course credit for the work. </span<strike></strike>

== Strategy 11: Community Engagement and Involvement ==

=== '''Tactic #1: ICT Innovation Monday''' ===

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

== Strategy 12: Encourage Students to Embrace the Spirit of Innovation ==

=== Tactic #1: [IN]novation ===

<span id="docs-internal-guid-93f5ad23-536e-9c53-20d8-b15e6ea62058" style="text-align: left; color: rgb(0, 0, 0); text-transform: none; text-indent: 0px; letter-spacing: normal; font-family: Arial; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; vertical-align: baseline; white-space: pre-wrap; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">For students to embrace a culture and truly feel like they are a part of something, you have to set a precedent from day 1. As potential new shockers visit WSU they have the opportunity to experience campus and the future that may lie ahead for them. [IN]nnovation is an initiative focused on potential new students and giving them a taste of what WSU is really about. During their campus visit, students will receive a 1in by 1in plastic square. On that square, they are asked to write their biggest hope for college on one side, and their biggest fear on the other. After their visit, the “token” is collected and stored until the beginning of semester. Students who are admitted and enrolled at WSU will have their “token” given to a student artist who will be charged with the responsibility of creating a work of art showcasing the hopes of all of the tokens combined. The fears will be to the inside of the work, with the idea in mind that as one part of a greater whole, the students can overcome any adversity and accomplish their biggest hopes and dreams.</span

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Priorities:Wichita State University Student Priorities

2018-02-01T22:16:13Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb|12719342 1651546498441839 7502236181105147750 o.jpg]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb|Shocker Startup Logo Cropped.jpg]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

== Strategy 9: Increasing about the plethora of I&E resources on campus ==

=== '''Tactic #1: Wu-Invent App''' ===

'''Project Lead: Kyle Kopecky and Will Valentine'''

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

=== '''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience''' ===

'''Project Lead: Jessica Aldrich'''

As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

== Strategy 10: Encouraging student involvement within I&E opportunities on campus ==

=== '''Tactic #1: Wichita Maker Faire''' ===

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas. Strategy 11: Community Engagement and Involvement = Strategy 11: Community Engagement and Involvement.

== Strategy 11: Community Engagement and Involvement ==

=== '''Tactic #1: ICT Innovation Monday''' ===

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

== Strategy 12: Encourage Students to Embrace the Spirit of Innovation ==

=== Tactic #1: [IN]novation ===

<span id="docs-internal-guid-93f5ad23-536e-9c53-20d8-b15e6ea62058" style="text-align: left; color: rgb(0, 0, 0); text-transform: none; text-indent: 0px; letter-spacing: normal; font-family: Arial; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; vertical-align: baseline; white-space: pre-wrap; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">For students to embrace a culture and truly feel like they are a part of something, you have to set a precedent from day 1. As potential new shockers visit WSU they have the opportunity to experience campus and the future that may lie ahead for them. [IN]nnovation is an initiative focused on potential new students and giving them a taste of what WSU is really about. During their campus visit, students will receive a 1in by 1in plastic square. On that square, they are asked to write their biggest hope for college on one side, and their biggest fear on the other. After their visit, the “token” is collected and stored until the beginning of semester. Students who are admitted and enrolled at WSU will have their “token” given to a student artist who will be charged with the responsibility of creating a work of art showcasing the hopes of all of the tokens combined. The fears will be to the inside of the work, with the idea in mind that as one part of a greater whole, the students can overcome any adversity and accomplish their biggest hopes and dreams.</span

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Priorities:Wichita State University Student Priorities

2018-02-01T22:14:57Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

== Strategy 9: Increasing about the plethora of I&E resources on campus ==

=== '''Tactic #1: Wu-Invent App''' ===

'''Project Lead: Kyle Kopecky and Will Valentine'''

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

=== '''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience''' ===

'''Project Lead: Jessica Aldrich'''

As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

== Strategy 10: Encouraging student involvement within I&E opportunities on campus ==

=== '''Tactic #1: Wichita Maker Faire''' ===

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas. Strategy 11: Community Engagement and Involvement =
Strategy 11: Community Engagement and Involvement ==

=== '''Tactic #1: ICT Innovation Monday''' ===

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

== Strategy 12: Encourage Students to Embrace the Spirit of Innovation ==

=== Tactic #1: [IN]novation ===

<span id="docs-internal-guid-93f5ad23-536e-9c53-20d8-b15e6ea62058" style="text-align: left; color: rgb(0, 0, 0); text-transform: none; text-indent: 0px; letter-spacing: normal; font-family: Arial; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; word-spacing: 0px; vertical-align: baseline; white-space: pre-wrap; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">For students to embrace a culture and truly feel like they are a part of something, you have to set a precedent from day 1. As potential new shockers visit WSU they have the opportunity to experience campus and the future that may lie ahead for them. [IN]nnovation is an initiative focused on potential new students and giving them a taste of what WSU is really about. During their campus visit, students will receive a 1in by 1in plastic square. On that square, they are asked to write their biggest hope for college on one side, and their biggest fear on the other. After their visit, the “token” is collected and stored until the beginning of semester. Students who are admitted and enrolled at WSU will have their “token” given to a student artist who will be charged with the responsibility of creating a work of art showcasing the hopes of all of the tokens combined. The fears will be to the inside of the work, with the idea in mind that as one part of a greater whole, the students can overcome any adversity and accomplish their biggest hopes and dreams.</span<strike></strike>

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Priorities:Wichita State University Student Priorities

2018-02-01T22:11:10Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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|}

== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb|12719342 1651546498441839 7502236181105147750 o.jpg]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb|Shocker Startup Logo Cropped.jpg]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

== Strategy 9: Increasing about the plethora of I&E resources on campus ==

=== '''Tactic #1: Wu-Invent App''' ===

'''Project Lead: Kyle Kopecky and Will Valentine'''

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

=== '''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience''' ===

'''Project Lead: Jessica Aldrich'''

As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

== Strategy 10: Encouraging student involvement within I&E opportunities on campus ==

=== '''Tactic #1: Wichita Maker Faire''' ===

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas. Strategy 11: Community Engagement and Involvement =

=== '''Tactic #1: ICT Innovation Monday''' ===

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Priorities:Wichita State University Student Priorities

2018-02-01T05:58:42Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

== Strategy 9: Increasing about the plethora of I&E resources on campus ==

= '''Tactic #1: Wu-Invent App''' =
'''Project Lead: Kyle Kopecky and Will Valentine''' =

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

'''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience'''
'''Project Lead: Jessica Aldrich'''
As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

= Strategy 10: Encouraging student involvement within I&E opportunities on campus =

'''Tactic #1: Wichita Maker Faire'''

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas.
Strategy 11: Community Engagement and Involvement =

'''Tactic #1: ICT Innovation Monday'''

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Priorities:Wichita State University Student Priorities

2018-02-01T05:57:59Z

Jxaldrich:

= '''Wichita State University''' =

== '''Project Pitch Videos''' ==

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== '''Strategy 1: Alter Campus Culture by gaining more student involvement'''  ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Creating a more family friendly campus environment by the addition of drop in daycares and mothers rooms 

With a campus high in nontraditional and returning students it is hard at times to keep adults with families on campus. The idea is that with the addition of a few key resources targeted towards students with families we could create an environment that allows for them to spend more time on campus while also catering to their family's needs. 

'''Project Lead: Isaac Carrillo'''

Tactic #2: Introduce Students to an Entrepreunerial Mindset early on. 

Freshman are often eager to apply themselves but lack direction. They feel the doubts and uncertainty of the work load ahead bearing down on their shoulders and this causes them to let go of their dreams for beginning something. Starting a club/organization has many similar characteristics to starting up a business and thus would be very beneficial for students to due. By encouraging these start-ups, we begin to empower students to overcome their fear which in turn will grant them success. The end goal is to develop a system by which it is easy to 

1) Educate the students on the simplicity of the process of starting a club on campus.

2) Assist them to nurture their ideas by providing them substantial aid through: faculty, resources, and encouragment.

3) Guide them through the process of sustaining an organization. (Teaching and handing down leadership)

To do this we will need to gain much knowledge in the area by:

*Forming a database of Faculty willing to help start student organizations/clubs.
*Educating ourselves in the process of starting clubs and familiarizing ourselves with important advisors.
*Developing a way to become easily accessible to the student body. (A link on the WSU homepage?)

Tactic #3: Create More Hangout Spaces for Students to "Lounge" In

Some of the best ideas and greatest of memories are made in the outdoors. Something about the sunshine sparks some great conversation. With our innate love of fresh air it only makes sense to create more spaces to hang around outside. What better than a hammock for one to "hang" with friends? This idea has two bases. The first being Rock Hurst University in Kansas City which hosts several large hammocks all around campus that students are always in. The second base was a senior UIF member from a college in North Dakota. He started his club with 10 members and ended with nearly 300 participants. This culture of leisure is something that may combat the commuter culture at Wichita State. By starting a Hammocking Club we will 

1) Effectively Prototype Tactic #2 and gain knowledge in how to better implement it

2) Create an outdoors-focused culture at Wichita State

To create this "Hammocking Culture" we will have to

*Start the club and do everything that goes with that process.  
*Find funding/support from companies and the university.
*Fundraise
*Advertise

== '''Strategy 2: Increasing First Year Student Retention''' ==

'''Project Lead: Mohamed Moustafa'''

One of the main problems facing first year students is uncertainty choosing a field of study or a major to pursue, this applies directly to undecided students but also impacts a great population of freshman students who are decided yet dubious. Through our journey as UIF candidates we had the opportunity to interview freshman students and we found that they are mostly unaware of the wide range of university major offerings. Making students more aware of majors available and career opportunities in each field can make them more likely to commit to finishing their degree and counteract 'first year drop off'. Another very useful startegy for freshman retention that we uncovered through our discussion with several faculty and staff leaders is student-faculty engagement outside of class. Increasing this engagement helps create a home-away-from-home feeling for students which increases their attachment to the university and improves their academic performance, hence increasing retention. Following these discoveries, we developed two intiatives that focus on increasing student-faculty collisions and students' awareness of university offerings.

'''Initiative #1: Engaging Faculty in Freshman Student Orientation'''

*Invite introductory course faculty to attend lunch & dinner with students during orientation (Pilot program)
*Include faculty as participants in team building and ice-breaker events
*Run faculty & student focus groups pertaining to engagement
*Add mini-intros to different fields of study throughout orientation
*Include activity introducing WSU major offerings/resources to orientation

'''Initiative #2: Welcome Week Majors Fair'''

*Organize a fair as part of Welcome Fest
*Departments host tables and promote their available majors & minors
*Faculty interact with students and answer questions
*Invite alumni to represent departments and talk about their beyond school experience

== '''Strategy 3: Alter the campus culture through curriculum''' ==

'''Project Lead: Kelsey Hanna'''

Tactic #1: Design thinking pop up classes. 

Pop-Up series classes offered across majors and disciplines led by UIF members to teach design thinking concepts to both student and faculty with the ultimate goal of having design thinking concepts integrated across campus. This would boulster the campus innovation and entrepreneurial mindsight while simultaneously allowing a new approach to education that is both exciting and useful in industry positions. 

'''Project Lead: Kevin Kraus'''

Tactic #1: Introduce students to design courses early on.

Selected Topics in Design is an aerospace engineering course that offers sophomore and junior honors students the opportunity to work side-by-side with the aerospace engineering students enrolled in their senior design course.  Creating parallel courses in the other engineering departments would help form a foundation in design earlier on in a student’s academic career.

*Speak with faculty of senior design courses to gauge feasibility 
*Discuss the option of these courses fulfilling Engineer of 2020 requirement 
*Create first revision of curriculum 
*Begin offering these courses

Tactic #2: Offer interdisciplinary design courses.

Interdisciplinary work allows students the opportunity to gain new perspectives of how their majors interact with other majors in the business world.  A design course that involved business and engineering majors and emphasized product lifecycle management would expose the students to different mindsets and a more holistic understanding of how an idea or solution is created out of an initial design and eventually marketed.  This course could also facilitate community business partners that offer real world problems for the students to undertake as their design project.

*Find a faculty member interested in teaching the course
*Determine if this course could satisfy senior design requirements
*Identify community businesses interested in a partnership
*Create first revision of curriculum
*Begin offering the course

'''Project Lead: Michael Schlesinger, Caylin Wiley, Jesus Gomez and LaRissa Lawrie'''

Tactic #3: Rethinking Senior Design Courses

*Interdisciplinary Senior Design Teams:

Through our stakeholder meeting, we have understood that some departments won't give up their requirements when dealing with Senior Design, specially the engineering departments. However, we talked about the possibility of creating indepedent teams in different colleges when students start their senior year or project. Then, the goal was to create a link or collaboration between those groups and develop a company model between them. For example, we talked about the possibility about creating a group of aerospace engineers who will be in charge of the airplane design, electrical engineers about the circuits required, mechanical engineers dealing with engines, business to create a business model or marketing to investigate if there will be a profit, art and communication majors to create the brand, visual design and publicity. The combinations are limitless.

*Involving Employers

Many students strive to network with employers early on in their college careers. However, lack of opportunities often leaves students wanting more interactions than they get. One way we can change this is by allowing students the opportunity to involve employers in their senior design project. While some colleges already incorporate this idea, it is limited to specific colleges and few employers. Connecting employers with students provides benefits to both side. Students have the chance to obtain real world experience with employers and the problems they face. Employers then have the opportunity to utilize a senior design team to help them resolve an issue within their company. Allowing students and employers to work side by side in senior design projects would help prepare students for their future. 

*Workshops to help Senior Design students

Some students have the drive to turn their senior design projects into something more. The students we interviewed where looking for resources on how to take a research project and turn it into a viable business or patentable product. The first step to accomplishing this and changing curriculum is to empower students. Part of this tactic is giving students the equivalent of a pop class workshop on senior design classes. Talks are occurring with the research institutes on campus about funding and structural support. The workshops will be designed to take students through the stages of design thinking and prepare students with the lean startup model. The current plan is to hold the workshops three times a semester. 

'''Overview:'''

As one fo the the leading contributers to the Tech Transfer and Research Development schools in the State of Kansas it is important for Wichita State University to continue to push for new methods of encourageing students and to provide opportunities to broaden their intellectual development. By setting in place initiatives that would help facilitate more innovative business models, students could then begin to explore the potentials of their academic course material and truly begin understanding the implecations to their education. 

It is through the social interactions between student to student contributors, faculty to student advisement, and business to student relationships that as a Univesity the cultural development will shift from faculty driven research and development to that of the entire University body working in cotangent towards a more dynamic expereince. 

== '''Strategy 4: Shocker Startup, a student organization to promote entrepreneurship across the campus and community''' ==

'''Project Lead: Hannah Hund'''

'''Team: LaRissa Lawrie, Wesley Alexis'''

Tactic #1: Connect ICT

[[File:12719342 1651546498441839 7502236181105147750 o.jpg|thumb]]

Students want to collaborate on projects with people from different disciplines, but do not have a venue to interact with students from other programs or interested community members. Connect ICT is a networking event hosted by Shocker Startup designed to create meaningful collisions between students from different disciplines and the community. Students will share their project idea to a student and community member audience stating what they want to do and what they need to accomplish their goals. Members of the audience with a different backgrounds and access to resources are encouraged to approach presenting students and form teams or partnerships.

Tactic #2: Shocker Startup Impact

[[File:Shocker Startup Logo Cropped.jpg|thumb]]

The Impact Speaker Series will host speakers that provide information and inspiration to encourage entrepreneurship in the student population and Wichita community. This event will contribute to the living learning community at Wichita State.
<div> </div>
Tactic #3: Pitch and Presentation Competitions

Shocker Startup will host pitch and presentation competitions to give students the experience and practice they need to create startups.  Encouraging community members and industry to be judges will help to further bind the relationship between Wichita State students and the community.

 Tactic #4: Partner with Center for Entrepreneurship Forum Series

Shocker Startup will partner with the Wichita State Center for Entrepreneurship to get more students interested in Entrepreneurship. The next series will be part of Shocker Startup to further promote the relationship between the students, community, and university.

== '''Strategy 5: Develop legal competency and security for designers and creatives''' ==

'''Project Lead: Wesley Alexis'''

 Tactic 1: Offer courses on patent law.

*Assess student need by survey.                                                                    
*Assess and constructively critique current IP and  legal services at WSU
*Find faculty and department interested in teaching.                                     
*Use student, faculty, and legal feedback to develop the curriculum.                        
*Offer the course.                                                                                            

 Tactic 2: Employ external legal counsel

*Compile a list of law firms not on retainer to WSU.                                       
*Of these firms, seek either probono or funding for a legal counsel.             
*Establish a connection for direct designer/creative-legal counsel.                

 Tactic 3: Offer legal workshops for young entrepreneurs, designers, and creatives.

*Contact Business Booster & Tech Transfer’s directors.                               
*Analyze “customer” perspective and surveys.                                                         
*Develop engaging and informative workshops.                                            
*Offer workshops.

== '''Strategy 6: Innovation Central Network''' ==

'''Project Lead: Austin Crane'''

 Connecting students with students or students with resources is the biggest problem with starting a startup at a university, the solution is to create an online environment of like minded students with other students and the universities resources. Students value their time more than they value anything and creating an online environment that they can search and post their needs will help save them time and give them multiple options to choose from.

 Short term tactics:

*poll students and see what the need is for resources and founding members
*poll current startups from the community that have found success and failure and see what could have helped them in the early stage of their startup
*create a minimum viable product with a local startup

Long term tactics:

*look at marketing to a global audience
*implement it in other universities
*create an app?
*create a network within ACE or other organizations

The following link directs to the online environment previously mentioned:

[http://thestartuphq.com/ http://thestartuphq.com/]

== '''Strategy 7: Improve and Initiate New Avenues of Inspiration and Innovation''' ==

'''Tactic #1 Unconference'''

'''Project Lead: Levi Lowe'''

There are no limits to individual creativity given a safe space to work and show off projects/hobbies. I believe that given a space to design in, and a group of individuals to support the mission, a mindset geared towards innovation and entrepreneurship can be instilled in each and every one of the individuals that step foot on campus here at WSU. We can achieve this and more through an unconference. Unconferences are events run by participants. Attendees set the agenda for what’s discussed, lead the sessions and workshops that fill the schedule, and create an environment of innovation and productive discussion. By creating open events geared towards showing off projects and hobbies, I believe that we can instill a sense of community and support among students and faculty.

Some of the key concepts behind the unconference would be:

*Come and go event scheduled by the participants showcasing.
*Anything goes. Students can show off projects they are working on, sell handmade friendship bracelets, or have a Nintendo Smash Brothers tournament.
*Student organizations could host tables showcasing their groups.
*General areas of interest such as: Hobbies, Projects, Organizations, and Entrepreneurship concepts.
*Possibly invite community business leaders to judge/sponsor entrepreneurship ideas.

 '''Tactic #2: TEDx Events'''

'''Project Lead: Saad Syed''' 

To inspire students with new ideas is a challenge that will always be ever evolving. At the same time there will always be resources available to organizations to help spark inspiration and innovation. We have identified one such event to be as evolving as the challenge itself. We believe starting a tradition of hosting a TedX event every year for all students will help create that culture of inspiration and innovation.

Short Term Tactics to Implement Strategy

*Interview students of all discipline to gather data on ideas and topics for TedX event.
*Research logistics of hosting TedX and similar events.
*Engage administration to help facilitate event.

 Long Term Tactics to Implement Strategy

*Develop a plan for future fellows to take ownership of organizing and hosting event each year.
*Develop plan to host smaller similar inspiration events throughout school year.

== '''Strategy 8: WSU Ignite, an event that will excite students about innovation and familiarize them with the innovation and entrepreneurship resources that surround them''' ==

 '''Project Lead: Jocelyn Galicia'''

WSU Ignite is an event that will be held on campus over a span of two days. There are four main components to the event; a small scale music festival, film festival, startup competition, and a technology trade and demo show. The music and film components offer a choice of entertainment for students and encourage students that have no interest in innovation to attend. The other two components serve to transform the local and regional perception of WSU and create a campus culture shift that inspires students to think more innovatively. This will be done by showcasing and celebrating the amazing talents, resources, and current innovation occuring at WSU and all around the Wichita area. Overall, the event will serve as a flagship event for the new innovation campus.

Short Term Tactics:

*Gather a minimum of  500 survey responses to demonstrate a need for an event such as this. 
**Survey Link: [https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform https://docs.google.com/forms/d/1EFe1cuAQdntrcnvTi3dU6n_lPSL8wPEgYhI-_JzxCTg/viewform]
*Acquire a minimum of 1000 petition signatures.
*Seek out sponsor support
*Create a presentation for the proposition of the event
*Have the event approved by WSU stakeholders
*Seek out a group of motivated individuals to assist in event planning.
*Sign up volunteers for the event
*Create marketing materials
*Plan out logistics and itinerary

Long Term Tactics:

*Begin planning for the next year
*Gather feedback from attendees to improve event
*Create a committee and assign roles to ensure the event is held for years to come.

= Strategy 9: Increasing about the plethora of I&E resources on campus =

= '''Tactic #1: Wu-Invent App''' =
'''Project Lead: Kyle Kopecky and Will Valentine''' =

A single app that brings together various silos of innovation and entreprenuership across campus in one cohesive space. Attending classes on the "Innovation Campus" at WSU, students have the desire to work across disciplines to create and innovate their every day lives. However, most are not aware of the vast resources that are at their disposal. Wu-Invent is a single app that will bring together the resources from every department across campus including engineering, business, the library, and more to increase student awareness and subsequently increase involvement in I&E.

'''Tactic #2: Wu Shocks Innovation Nation: The Orientation Experience'''
'''Project Lead: Jessica Aldrich'''
As WSU promotes the current additions to the university as the "Innovation Campus," students deserve to be involved in innovation culture from the moment they step on campus. During the mandatory orientation students would participate in Wu-Shocks Innovation Nation Design Experience. Students from every college are grouped together and tasked with helping Wu travel across campus, using all of the resources at their disposal along the way. After completion of the challenge, students would tour the campus and have the chance to se the resources first hand, tying their experience to the physical location of the resource.

= Strategy 10: Encouraging student involvement within I&E opportunities on campus =

'''Tactic #1: Wichita Maker Faire'''

'''Project Lead: Spencer Lueckenotto'''

Maker Faires are popular across the country, allowing individuals of all ages to come together to share I&E ideas with like-minded individuals.To ou knowledge, an event like this has never been done in Wichita or the surrounding areas. Hosting this event on campus would bring students and community members together in a unique space to share and collaborate on ideas.
Strategy 11: Community Engagement and Involvement =

'''Tactic #1: ICT Innovation Monday'''

'''Project Lead: Austin Nordyke'''

For being a commuter-driven campus, WSU has little involvement with the surrounding community of Wichita. I&E opportunities that encourage collaboration between community members and WSU students, such as GoCreate, have flourished due to the cross-community incubator it has become. However, these spaces are few and far between. ICT Innovation Monday would open doors of local entrepreneurs and major corporations alike for students to learn about innovation and share their own ideas. Out of these collaborations, students would be exposed to new ideas and processes, be able to meet potential mentors and employers, and find like-minded individuals to pursue their ideas with. 

= Related Links =

[[Wichita State University|Wichita State University]]

'''Wichita State University Student Priorities'''

[http://universityinnovationfellows.org/ University Innovation Fellows]

Spring 2017 Fellows

[http://universityinnovation.org/wiki/Kelsey_Hanna Kelsey Hanna]

[http://universityinnovation.org/wiki/Isaac_Carrillo Isaac Carrillo]

[http://universityinnovation.org/wiki/Mohamed_Moustafa Mohamed Moustafa]

[http://universityinnovation.org/wiki/LeviLowe Levi Lowe]

Spring 2016 Fellows

[http://universityinnovation.org/Jesus%20Gomez Jesus Gomez]

[http://universityinnovation.org/LaRissa%20Lawrie LaRissa Lawrie]

[http://universityinnovation.org/Caylin%20Wiley Caylin Wiley]

[http://universityinnovation.org/Michael%20Schlesinger Michael Schlesinger]

[http://universityinnovation.org/wiki/Jocelyn_Galicia Jocelyn Galicia]

Fall 2015 Fellows

[[Wesley Alexis|Wesley Alexis]]

[[Austin Crane|Austin Crane]]

[[Hannah Hund|Hannah Hund]]

[[Kevin Kraus|Kevin Kraus]]

[[Saad Syed|Saad Syed]]

[[Category:Student Priorities|W]]

Organization:Grand Challenges Scholars Program

2018-01-12T04:46:17Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

=== Already on your Campus? ===

<span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">If it is already on your campus: You can find out if your campus already has Grand Challenges here: <span style="text-decoration-line: underline; font-size: 10.5pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx]. <span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Using this link you can find the faculty sponsor for your university, and see updates on what projects they have or are currently tackling.

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>
= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>
== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div><div> </div><div>Student Contributors: [[Jessica_Aldrich|Jessica_Aldrich]]</div><div> </div>

[[Category: Resources]]

Organization:Grand Challenges Scholars Program

2018-01-12T04:44:49Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>

= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

=== Already on your Campus? ===

<span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">If it is already on your campus: You can find out if your campus already has Grand Challenges here: <span style="text-decoration-line: underline; font-size: 10.5pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx]. <span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Using this link you can find the faculty sponsor for your university, and see updates on what projects they have or are currently tackling.

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>

== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:44:05Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>

= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

== Bring it to your Campus ==

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

=== Already on your Campus? ===

<span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">If it is already on your campus: You can find out if your campus already has Grand Challenges here: <span style="text-decoration-line: underline; font-size: 10.5pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx]. <span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Using this link you can find the faculty sponsor for your university, and see updates on what projects they have or are currently tackling.

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>

== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:43:49Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>

= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

== Bring it to your Campus ==

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

=== Already on your Campus? ===

<span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">If it is already on your campus: You can find out if your campus already has Grand Challenges here: <span style="text-decoration-line: underline; font-size: 10.5pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx]. <span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Using this link you can find the faculty sponsor for your university, and see updates on what projects they have or are currently tackling.
<div> </div>

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>
= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>

== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:41:35Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

== Bring it to your Campus ==

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

=== Already on your Campus? ===

<span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">If it is already on your campus: You can find out if your campus already has Grand Challenges here: <span style="text-decoration-line: underline; font-size: 10.5pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx]. <span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Using this link you can find the faculty sponsor for your university, and see updates on what projects they have or are currently tackling.
<div> </div>

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>
= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>

== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:40:54Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

== Bring it to your Campus ==

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>
= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>

== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:34:29Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:33:52Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:33:33Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

 

A[http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video]discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:33:18Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:32:25Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participants local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Involved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

= Global Grand Challenges Summit Series =
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
== 2013 London Summit ==
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
== 2015 Beijing Summit ==
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
== 2017 Washington DC Summit ==
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>
= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:28:52Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The [http://www.nae.edu/ NAE] Grand Challenges Scholars program is a combined program with five components that are designed to create and inspire our next generation of engineers to face a lifetime of problem-solving. These challenges range from simple to extreme and must be solved to create a stable and safe life for future generations. It is anticipated that each participating institution will develop its own specific realization of the five components, and students who complete the program successfully will receive a distinction of Grand Challenge Scholar endorsed by their institution and the National Academy of Engineering. The Grand Challenge Scholar Program has two levels of organization and thus two levels of assessment are needed to ensure consistency with the core principles set forth by the founding committee.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. By creating a [http://www.e4uvideocontest.org/ 1 - 2 minute video] that shows how engineering serves the needs of society, you can be entered to win $25,000

The NAE released a report that goes into great detail describing each Engineering Grand Challenge [http://www.engineeringchallenges.org/File.aspx?id=11574&v=34765dff here].

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe, because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>

= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Inovlved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

= Global Grand Challenges Summit Series =
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
== 2013 London Summit ==
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
== 2015 Beijing Summit ==
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
== 2017 Washington DC Summit ==
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>

= =

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:21:41Z

Jxaldrich:

= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The [http://www.nae.edu/ NAE] Grand Challenges Scholars program is a combined program with five components that are designed to create and inspire our next generation of engineers to face a lifetime of problem-solving. These challenges range from simple to extreme and must be solved to create a stable and safe life for future generations. It is anticipated that each participating institution will develop its own specific realization of the five components, and students who complete the program successfully will receive a distinction of Grand Challenge Scholar endorsed by their institution and the National Academy of Engineering. The Grand Challenge Scholar Program has two levels of organization and thus two levels of assessment are needed to ensure consistency with the core principles set forth by the founding committee.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. By creating a [http://www.e4uvideocontest.org/ 1 - 2 minute video] that shows how engineering serves the needs of society, you can be entered to win $25,000

The NAE released a report that goes into great detail describing each Engineering Grand Challenge [http://www.engineeringchallenges.org/File.aspx?id=11574&v=34765dff here].

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#Advance Personalized Learning: A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#Make Solar Energy Economical: Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#Enhance Virtual Reality: Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#Reverse Engineer the Brain: A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in health care, manufacturing, and communication.
#Engineer Better Medicines: Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#Advance Health Informatics: As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#Restore and Improve Urban Infrastructure: Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#Secure Cyberspace: Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#Provide Access to Clean Water: The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#Provide Energy from Fusion: Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#Prevent Nuclear Terror: The need for technologies to prevent and respond to a nuclear attack is growing.
#Manage the Nitrogen Cycle: Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#Develop Carbon Sequestration Methods: Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#Engineer the Tools of Scientific Discovery: In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== How to Get Inovlved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== The Summit ==

== Summit Series on the Grand Challenges ==

The goal of this summit is to change the way students become educated. 

#Enhance student interest in engineering and science.
#Increase the visibility and importance of engineering and science to society.
#Underscore the importance of recognizing that engineering education must by coupled to policy, business and law and must be student-focused. 
#Enhance student interest in engineering, science and technology entrepreneurship.
#Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.

= =

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:19:30Z

Jxaldrich:

Organization:Grand Challenges Scholars Program

2018-01-12T04:16:54Z

Jxaldrich:

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= Overview =

[[File:Grand Challenges for Engineering Logo.png|Grand Challenges for Engineering Logo.png|link=http://www.engineeringchallenges.org/]]

The [http://www.nae.edu/ NAE] Grand Challenges Scholars program is a combined program with five components that are designed to create and inspire our next generation of engineers to face a lifetime of problem-solving. These challenges range from simple to extreme and must be solved to create a stable and safe life for future generations. It is anticipated that each participating institution will develop its own specific realization of the five components, and students who complete the program successfully will receive a distinction of Grand Challenge Scholar endorsed by their institution and the National Academy of Engineering. The Grand Challenge Scholar Program has two levels of organization and thus two levels of assessment are needed to ensure consistency with the core principles set forth by the founding committee.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. By creating a [http://www.e4uvideocontest.org/ 1 - 2 minute video] that shows how engineering serves the needs of society, you can be entered to win $25,000

The NAE released a report that goes into great detail describing each Engineering Grand Challenge [http://www.engineeringchallenges.org/File.aspx?id=11574&v=34765dff here].

= Purpose =

Our next generation of engineers require more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering discipline, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Engery and the Environment, Sustainability, Uncertainty and Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy, or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

= The Program =

== The 14 Challenges ==

== How to Get Inovlved ==

=== Bring it to your Campus ===

=== Already on your Campus? ===

== Requirements ==

== Return on Investment ==

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== The Summit ==

== Summit Series on the Grand Challenges ==

The goal of this summit is to change the way students become educated. 

#Enhance student interest in engineering and science.
#Increase the visibility and importance of engineering and science to society.
#Underscore the importance of recognizing that engineering education must by coupled to policy, business and law and must be student-focused. 
#Enhance student interest in engineering, science and technology entrepreneurship.
#Foment future collaborations of interested scientists, engineers, policy makers and researchers in business, law, social sciences and humanities needed to successfully address these complex societal issues.

= =

= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbie School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationall as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to grow the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 
<div> </div>

Organization:Grand Challenges Scholars Program

2018-01-12T04:14:28Z

Jxaldrich:

Fellow:Jessica Aldrich

2018-01-12T03:07:08Z

Jxaldrich:

      Jessica Aldrich is a senior at Wichita State University pursuing a BS in Biomedical Engineering with minors in Mathematics and General Business. Aldrich[[File:Jessica Aldrich2.jpg|thumb]] is passionate about research and problem solving and has spent her time at WSU working in research labs within the Biomedical Engineering department. Her research has included topics such as biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problems related to her work; this has inspired her to translate that methodology to problems and concerns on her campus.

      As a student, Aldrich has been involved in numerous organizations and has taken on leadership roles within the Biomedical Engineering Society (BMES) and her sorority, Gamma Phi Beta. During her time leading BMES she implemented a mentoring program that allowed college students to mentor high school seniors’ as they completed their senior design projects.  Outside of school, she volunteers for Younglife and is a part of their regional leadership development program. Aldrich plans to pursue a PhD in biomedical engineering following graduation.

= Related Links =

[[Wichita State University|Wichita_State_University]]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Jessica Aldrich

2018-01-12T03:06:44Z

Jxaldrich:

Fellow:Jessica Aldrich

2018-01-12T00:08:51Z

Jxaldrich: Created page with "Jessica Aldrich is a senior at Wichita State University pursuing a BS in Biomedical Engineering with minors in Mathematics and General Business. AldrichFile:Jessica Aldrich2..."

Jessica Aldrich is a senior at Wichita State University pursuing a BS in Biomedical Engineering with minors in Mathematics and General Business. Aldrich[[File:Jessica Aldrich2.jpg|thumb]] is passionate about research and problem solving and has spent her time at WSU working in research labs within the Biomedical Engineering department. Her research has included topics such as biosensor development, machine learning, nanomedicine, and mechanobiology. Working in research has given her the opportunity to uncover and solve problems related to her work; this has inspired her to translate that methodology to problems and concerns on her campus.

As a student, Aldrich has been involved in numerous organizations and has taken on leadership roles within the Biomedical Engineering Society (BMES) and her sorority, Gamma Phi Beta. During her time leading BMES she implemented a mentoring program that allowed college students to mentor high school seniors’ as they completed their senior design projects.  Outside of school, she volunteers for Younglife and is a part of their regional leadership development program. Aldrich plans to pursue a PhD in biomedical engineering following graduation.

= Related Links =

[[Wichita State University|Wichita_State_University]]

[[Category:Student Contributors|Student_Contributors]]

File:Jessica Aldrich2.jpg

2018-01-12T00:00:44Z

Jxaldrich:

File:Jessica Aldrich.jpg

2018-01-11T23:53:52Z

Jxaldrich: